ROUGH DRAFT WRITING PAPER HOW TO

Pick out positive student examples to share with the class during the revision stage.

ROUGH DRAFT WRITING PAPER HOW TO

I know that this can be controversial, but since these tools are here to stay, why not teach our students how to use them responsibly to improve their writing. Detecting grammatical errors? Try the grammar checker. Finding or spelling the perfect word? Check out the online thesaurus or dictionary. Students having trouble typing the words? Use the voice-activated microphone. Explicitly teach students how to use the tools already at their fingertips.Rowling used while planning out The Order of the Phoenix (See 12 Contemporary Writers on How They Revise. The following blog has lots of practical advice from famous authors and even a handwritten plot chart that J.K. As motivation, help them see that their favorite authors often spend more time planning and revising than drafting.Have students color-code reasons, elaboration, and examples in a persuasive essay or details in a memoir. One good way to do this is to add color, literally. This can be a revelation-especially to our students to whom the writing process can seem mysterious or too touchy feely. Show them the underlying structure to their piece to help them see what they can add or don’t need.Some options for an additional audience include blogs, writing contests, letters to the editor/principal/CEO, or even the class down the hall. Find opportunities to have someone other than you their teacher read and respond to your students’ writing. Have them appeal to an authentic audience.

Let them take a stance on a controversial issue that matters to them for a debate, propose a solution to a real-world problem as a TED-talk script, or have them choose two high-interest topics to compare/contrast. I find that when my students are invested in the assignment, they are much more likely to care about their writing and want to make it better.

Offer them authentic assignments, not arbitrary prompts.

Six ways to answer the magic question: How do we get students to want to revise their writing? She has also taught at WPWP-sponsored Young Writers Institutes for many summers and coaches students through the college-application essay-writing process: Sarah Falbo began her career with Teach For America in Compton, Calif., and has since taught writing in public, charter, and private elementary and middle schools in the Pittsburgh area. Rebecca Alber, and Tamera Musiowsky-Borneman “wrap up” this series. In Part Four, Tara Bogozan, Michelle Shory, Irina McGrath, Mary K. In Part Three, Alexis Wiggins, Keisha Rembert, Alicia Kempin, Sara Holbrook, and Michael Salinger contributed their ideas. In Part Two, Matthew Johnson, Emily Phillips Galloway, Robert Jiménez, Holland White, Joy Hamm, and Alexandra Frelinghuysen offered their commentaries. You can also find a list of, and links to, previous shows here.

All four were guests on my 10-minute BAM! Radio Show. Vo, and Mary Beth Nicklaus shared their recommendations. In Part One, Melissa Butler, Jeremy Hyler, Jenny D. How do you get students to want to revise their writing? You can see Part One here Part Two here Part Three here, and Part Four here. (This is the final post in a five-part series.

Rough draft writing paper