Slide 2:
PICK OUT THE ONE WAY THAT YOU MIGHT HELP THE WRITER IN ABOUT 10-15 MINUTES BY ASKING GOOD QUESTIONS THAT WILL GUIDE THE WRITER TO MAKE GOOD REVISION CHOICES.
Slide 3:
ASK QUESTIONS ABOUT THESE POINTS:
Slide 4:
ASK QUESTIONS ABOUT THESE POINTS:
Slide 6:
Procedure:
Greet the student and smile.
Ask the student for a copy of the writing piece. They are to bring a copy for you to look over.
The student should the read the piece to you because:
This allows the student to hear some of the errors to be corrected.
It is the student’s writing; the student should know how it should sound.
This will give you time to make notes.
4. When the student has finished reading the paper to you, choose the one big need the paper has and address that need.
Slide 8:
Montana and Japan does have some good qualities:
It is paragraphed.
It has a purpose for the reader.
It has a lot of details.
It shows research was done.
It uses transitions.
Slide 9:
Montana and Japan has some big needs:
The purpose is weak: it is a travel piece but should only be about one of the locations.
The purpose in the first paragraph is weak.
The purpose in the last paragraph does not fit with the choice of supporting details, at least for two diverse locations.
It uses transitions too often.
The details are not well organized.
Slide 11:
“The Drip on Paper Towels” is a competent piece of writing:
The title attracts reader attention because of the double meaning.
The opening paragraph clearly identifies the purpose for the reader.
Each supporting paragraph supports the purpose.
Each supporting paragraph is consistent within itself.
The pieces uses text features common to feature articles: bold type and an effective chart.
The conclusion ties the whole piece together.
The procedures for the tests are clear and could be repeated by someone interested in doing so.,
The piece has a clear sense of author voice.
Slide 12:
Since writing conventions (spelling, grammar, sentence structure, etc.) counts one third of the final writing score, you may choose to help a student work on what many teachers say is a major problem with writing: run-on sentences, fragments, and comma splices.
You may point out any error on a piece of writing; you may not correct the error for the student nor tell the student how to correct the error.
You may show the student an error type is corrected. See handout on run-ons, etc .