Skills Cluster 4: Writing Process Offer several examples of opening paragraphs. Day 6 1. Claim Opening paragraph Writes a concise summary Ask class to discuss what makes them strong or statement or draft opening. Ability to establish a claim Write an opening paragraph that includes weak. and consolidate information a controlling idea and sequences the key Provides direct answer to main relevant to task. points you plan to make in your Review the list that students created earlier to prompt requirements. composition. identify needed elements (from Cluster 1, skill 2). Establishes a controlling idea. Identifies key points that support development of argument. Day 7 2. Planning Outline/organizer Creates an outline or organizer. Provide and teach one or more examples of outlines or organizers. Ability to develop a line of Create an outline based on your notes and Supports opening claim. thought and text structure reading in which you state your claim, Invite students to generate questions in pairs about Uses evidence from texts read appropriate to an sequence your points, and note your how the format works, and then take and answer earlier. argumentation task. supporting evidence. questions. L2 Identifies competing L2 Include competing argument(s). argument(s). L3 Include __ example(s) of historical or L3 Provides appropriate number current connections to topic/issue. of sound connections. Encourage students to re-read prompt partway Days 8 3. Development Initial draft Provides complete draft with all through writing, to check that they are on track. and 9 parts. Ability to construct an initial Write an initial draft complete with draft with an emerging line opening, development, and closing; insert Supports the opening in the of thought and structure. and cite textual evidence. later sections with evidence and citations. L2 Ability to analyze L2 Identify competing argument(s). competing arguments. L3 Provide appropriate number of L3 Ability to make sound connections. clarifying connections and/or provide examples. Sample useful feedback that balances support for Days 10 4. Revision Multiple drafts Provides complete draft with all strengths and clarity about weaknesses. and 11 parts. Ability to refine text, Refine composition’s analysis, logic, and Assign students to provide each other with feedback including line of thought, organization of ideas/points. Use textual Supports the opening in the on those issues. language usage, and tone evidence carefully, with accurate citations. later sections with evidence and as appropriate to audience Decide what to include and what not to citations. and purpose. include. Improves earlier edition.
Skills Cluster 4: Writing Process Day 6 1. Claim Ability to establish a claim and consolidate information relevant to task. Opening paragraph Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition. Writes a concise summary statement or draft opening. Provides direct answer to main prompt requirements. Establishes a controlling idea. Identifies key points that support development of argument. Offer several examples of opening paragraphs. Ask class to discuss what makes them strong or weak. Review the list that students created earlier to identify needed elements (from Cluster 1, skill 2). Day 7 2. Planning Ability to develop a line of thought and text structure appropriate to an argumentation task. Outline/organizer Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence. L2 Include competing argument(s). L3 Include __ example(s) of historical or current connections to topic/issue. Creates an outline or organizer. Supports opening claim. Uses evidence from texts read earlier. L2 Identifies competing argument(s). L3 Provides appropriate number of sound connections. Provide and teach one or more examples of outlines or organizers. Invite students to generate questions in pairs about how the format works, and then take and answer questions. Days 8 and 9 3. Development Ability to construct an initial draft with an emerging line of thought and structure. L2 Ability to analyze competing arguments. L3 Ability to make clarifying connections and/or provide examples. Initial draft Write an initial draft complete with opening, development, and closing; insert and cite textual evidence. L2 Identify competing argument(s). L3 Provide appropriate number of sound connections. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Encourage students to re-read prompt partway through writing, to check that they are on track. Days 10 and 11 4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. Multiple drafts Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Improves earlier edition. Sample useful feedback that balances support for strengths and clarity about weaknesses. Assign students to provide each other with feedback on those issues.