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Sample Pages from The Write Tools 101 binder
Want a taste of the strategies you will learn with The Write Tools basic training?
Click here to print out some sample pages. Then read the explanations below. During a training, these strategies are explained, modeled, then practiced by participants.
Because we are committed to the full writing process, we offer strategies for all the components identified on page 2 of The Write Tools binder.
Our strategies lead to students' ability to write proficient paragraphs and essays, as shown on page 76 of the binder. Frequently, the difference between a proficient piece of writing and one that is partially proficient is in the quality of the supporting sentences. For Level 1 students (primary, ELL, special ed., and Title I), we often call these sentences of elaboration "tell me more" or "prove it" sentences. Of course, the goal is to move to more academic language when students are ready for it, in Levels 2 and 3.
Notice in this example how the supporting sentences add richness and voice to the writing. The planner used is an informal number-notes outline.
This paragraph is deliberately written as one long, full paragraph to encourage the beginning of discussions about when to consider moving to multiple paragraphs. It's easy to see how the piece can be split into paragraphs at each Big Idea (the number ones on the outline), thus leading to a longer essay.
A good next step is to work on a longer, stronger, and more inviting introduction--which eventually its own thesis introductory paragraph. This expansion of the opening could also lead to discussion of a lengthier conclusion, which would also eventually become a separate paragraph.
A revision strategy is shown on pages 95-98. Revision is one of the more challenging aspects of the writing process. Students often balk at real revision because of the time and energy it takes. Consequently, we need to lead them to revision in a very concrete way. The paragraph analysis forms on pages 96-98 teach students to examine their rough drafts in a very focused manner. The form is intended to be used judiciously.
The first step is to model use of the paragraph analysis form with short pieces of anonymous student work, using only a few categories for analysis. Then model how the work would actually be revised, and do this revision in conjunction with the class. Next, students self-select a piece of their own writing to analyze. Remember, not too many categories at first! After the analysis is complete, students need to use this information to revise their writing.
From that point on, judicious use of paragraph analysis leads to independent student revision. One note of caution: Beware of using this method too often with too many categories. It is better to focus on a few categories, and have students be successful than to have the grid become cumbersome.
After the grid and actual revisions are completed, tell students that those are the categories in which you'll be watching closely for improvement, as part of their next piece of writing.
The headings for the columns are flexible, and are intended to match teaching points that have been emphasized in class. They may be individualized for differentiation based on the needs of the writer.