Awesome! Less time at the copy machine for the teacher! For those students who are ready, they can simply write their drafts on loose-leaf paper or in their writing notebooks. Not all students will need the support that comes from using a rough draft template. As with anything in teaching, it’s not a sure-fire strategy but it’s a good start. Assist students as needed for this strategy, but hearing their graphic organizer read as an essay seems to make writing a rough draft easier for some kids. Make sure you read every part as a complete sentence. Look at the graphic organizer and read it starting with the first sentence (the hook). Model how to do this for students so they understand the task, but it’s quite simple to do. One way to ease that transition is by having students do an “oral writing” of their graphic organizer. Taking ideas from a graphic organizer and turning them into complete sentences can be a huge step for a lot of young writers. Everything else can and should be addressed in the revising and editing step, which takes place the next day. At this point in the process, I’m not expecting perfection – it is a rough draft after all – so I encourage students to get their thoughts down on paper in complete sentences. The graphic organizer is laid out in a specific order so that students can simply start at the top and “write” their way down to the bottom. The purpose of these skipped lines is to allow space for future edits and revisions. Since I want students to skip lines for their drafts, I have grayed out alternate lines. While this certainly isn’t necessary, I find it helps students (particularly at the start of a school year) learn how to format a rough draft. When it’s time to write the rough draft, I give students a handout specifically for that task. Now that our organizer is complete, today’s post features taking our ideas from the organizer and putting them in paragraph form. Day 2 is a writer’s craft mini-lesson and completing the graphic organizer. Skip a line between each source and indent every line but the first.Week 3 of the opinion writing series! Most of what I will be sharing this week focuses on what happens on Day 3 of a “writing week.” As a reminder, Day 1 is the prompt introduction and agree/disagree analysis chart. Then rewrite each of your source cards in alphabetical order. If you are using APA format, then write References in the middle of the page. If you are using MLA format, then write Works Cited in the middle of the page. Restate your main points, restate your thesis, and state closing thoughts. After the last note card, write a conclusion paragraph. It is best to have one to two note cards used as evidence in each body paragraph. Note: Repeat the above steps for every note card. (Explain how the information supports your argument.): Say something else about note card 1b, in your own words. Say something else about note card 1a, in your own words (Explain how the information supports your argument.):ġb. Rewrite note card information below (include in-text citation): Topic sentence (Write the topic of this paragraph).ġa. Thesis Statement (Summarize the argument of your paper in 1 sentence):
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