![]() ![]() ![]() history research papers and realized that if I wanted to be teaching writing in history class – which I very much did – this was not the way to do it. The final tipping point in convincing me to read rough drafts came more recently than I’d like to admit, when I yet again dug into a set of final eighth-grade U.S. So, what I’ve ended up doing in recent years with research papers is to grade rough drafts deeply, grade final drafts hardly at all – and, crucially, structure the writing so that rough drafts become something I actually want to read. This is not a zero-sum game: It’s actually negative when you look at the wear and tear on us as teachers. Little learning on the part of the student. Lots of effort on the part of the teacher. Because, unless we ask students to do corrections or respond to our comments, the comments we make will – as we well know – disappear into the ether, never to be recovered. In fact, giving comments only on final drafts can actually be worse than giving them on rough drafts. I might have continued this dance of avoidance indefinitely, until I realized (a little late to the game): If students don’t receive and process meaningful comments on rough drafts, whether from me or their peer responders or both, their final papers will read like rough drafts. I envisioned slogging through paper after paper, then having to trudge through them all again, like trampling on dirty snow.Įarlier in my career, I actually did do that slog, for nobility’s sake, and later thought: No way. I thought I didn’t have time – and that if I commented on the rough drafts I would be doubling my paper load. For many years, with major writing assignments, I avoided reading my students’ rough drafts. The hands-on interactive notebook pieces are amazing, and will make.Here’s a bit of a confessional. Awesome! Thank you so much for creating a clear, detailed product that takes the guess work out of teaching writing. ![]() See what is included in the image below and click on it to learn more about them! You will turn your reluctant writers into ROCKSTAR WRITERS ™! Writing units included are sentence structure, paragraph writing, narrative writing, opinion writing, and informative writing. This lesson is also included in the STEP-BY-STEP WRITING ® Program with mini-lessons designed to scaffold through the writing process. LAST LESSON: WRITING MINI LESSON #37 PEER EDITINGĬLICK HERE FOR THE FULL LIST OF WRITING MINI LESSONS This completes the posts for narrative writing! Sign up for my newsletter for more writing tips!Ĭheck out my FREE writing masterclass! CLICK HERE ![]() I hope this post provided you with ideas for the final copy. They are proud of their work and rightfully so! Give them that moment to shine! Students worked hard through the writing process and will be excited to share their writing with others. This is a time for students to share and acknowledge each other’s writing! Create an author chair in your room- a special place for sharing stories and poems. Why should students share their published paper? When students finish, they should be proud of themselves! They are officially an author! How should students write their final copy? How should students prepare for their writing? Read on for ideas for the last step in the writing process! What do students need for their final copy?įor handwritten papers, students will need: This writing mini lesson is part of a series of lessons designed for instructional scaffolding in writer’s workshop. Are your students ready to write a final copy? It is the step following peer reflections in the writing process. ![]()
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