Thirty Days to Unlock FCAT Writing Success - Polk County School ...

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Additional Combinations of Activities: Rewrite to Elaborate Objective: Students will revise draft essays using questions to guide their elaboration. Time: One class period • Distribute the following REWRITING FOR ELABORATION worksheet, and instruct students to reread their essays, making sure all relevant questions are answered or addressed. If the questions are not answered or addressed, instruct the students to rewrite their essays to incorporate these new ideas. Note to Teacher: Students need to view rewriting as more than editing, polishing, or proofreading. Rewriting is more than correcting flaws in papers that have already been graded. Although a draft represents an initial attempt to express a message, most writers don't find its meaning and form until they've reviewed the draft. Students need time to let their compositions grow. They need to examine every level of the discourse, review the decisions they made, and incorporate responses from teachers and other students. They may need to rewrite the piece several times until they're satisfied that it says what they mean. The questions on the worksheet will help them do so. Rewriting for Elaboration Worksheet Use the following questions to revise and elaborate your essay. Subject, Audience, Purpose 1. What's the most important thing I want to say about my subject? 2. For whom am I writing this paper? What would my reader want to know about the subject? What does my reader already know about it? 3. Why do I think the subject is worth writing about? Will my reader think the paper was worth reading? 4. What verb explains what I'm trying to do in this paper (tell a story, compare X and Y, describe Z)? 5. Does my first paragraph answer questions 1 - 4? If not, why not? Organization 6. How many specific points did I make about my subject? Did I overlap or repeat any points? Did I leave any points out or add some that aren't relevant to the main idea? 7. How many paragraphs did I use to talk about each point? 8. Why did I talk about them in this order? Should the order be changed? 9. How did I get from one point to the next? What signposts did I give the reader? Paragraphing (Ask these questions of every paragraph) 10. What job is this paragraph supposed to do? How does it relate to the paragraph before and after it? 11. What's the topic idea? Will my reader have trouble finding it? 102
12. How many sentences did it take to develop the topic idea? Can I substitute better examples, reasons, or details? 13. How well does the paragraph hold together? How many levels of generality does it have? Are the sentences different lengths and types? Do I need transitions? When I read the paragraph out loud, did it flow smoothly? Sentences (Ask these questions of every sentence) 14. Which sentences in my paper do I like the most? The least? 15. Can my reader "see" what I'm saying? What words could I substitute for "people," "things," "this/ that," "aspect," and so forth? 16. Is this sentence "fat"? (e.g. sentences that are lengthened unnecessarily which obscures meaning) 17. Can I combine this sentence with another one? 18. Can I add adjectives and adverbs or find a more lively verb? Things To Check Last 19. Did I check spelling and punctuation? What kinds of words do I usually misspell? What kinds of punctuation problems did I have in my last paper? 20. How does my paper end? Did I keep the promises I made to my reader at the beginning of the paper? 21. When I read the assignment again, did I miss anything? 22. What do I like best about this paper? What do I need to work on in the next paper? 103
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Thirty Days to FCAT Writing Success
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Day Three, Four and Five: Conclusio
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Week Six, Day Two and Three: ......
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Week One: Sunshine State Standards
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Conventions The student produces fi
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The RAFT Strategy: with Carousel Br
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Use RAFT to Create Content-Specific
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Day Three, Four and Five: Writing R
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Week One Additional Activities: Gro
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2. Teach (Model). Select a piece of
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SOAPS Organizer, With Explanations
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Week Two: Planning and Organizing,
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Conventions The student produces fi
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Day One: Review the Writing Process
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FLEE Map Write For the Future Compl
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Day Two: Introductions Right from t
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Introductions: A Few Words for Stud
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I am Capable of More Than I Think I
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Dirt Bike Daniel-Oxford, Connecticu
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Leave the Last Cookie Emily- Austin
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Famous Last Movie Lines “Because
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Directed Free Writing Directed Free
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Reflecting on your Rough Draft: Rea
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To Conclude, a Few Strategies for S
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• Week Four, Day Five: • Using
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Page 71 and 72: After the large pieces had fallen,
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Page 93 and 94: Verda, by Albert Guasch. Used by pe
Page 95 and 96: The Optimist, by Chris Scarborough.
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Page 99 and 100: Nathan, by Igor Kraguljac. Used by
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Thirty Days to Unlock FCAT Writing Success - Polk County School ...

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