During the drafting process, I don’t rely on that strict framework though.įrom our prewriting, we decide the body paragraphs before drafting an essay. I provide mentor texts and examples to help students see that moving away from the 5-paragraph essay might make their process easier than sticking with it. Argumentative papers easily lend themselves to more elaborate designs because the counter-claim can have many facets. Mostly I encourage students to develop their papers based on what their topics call for. With reluctant writers, I address their concerns and when they are not ready to move from its safety, the 5-paragraph essay it is. Dependent on many variables, I do allow it. Overwhelmingly, I move students (especially upperclassmen) away from the standard 5-paragraph essay. Hurrying through results in frustration, not a shorter process.Īfter students are ready to draft, we start the actual process. So after brainstorming, I spend some time prepping students to draft their papers. They’re not bad writers they are like professional writers! They simply don’t know what to expect as they write their papers. When I stress that writing is never a “one and done” sitting, they’re relieved. Sometimes students (like all writers) become frustrated with their writing. ![]() It perfectly outlines why writing is recursive. I sometimes share this PDF with older students. ![]() ![]() Sometimes I hold a huge brainstorming session before publication because I feel that I’ve developed more ideas or better ways to express my ideas. When I write, my process is messy, physically and mentally. Now, in my entire series about the writing process, I’ve stressed that I never stop students from moving around the process. I don’t hang a poster that outlines the system because my students use that terminology correctly. The entire writing process (prewriting, drafting, revising, editing, and publishing) is familiar to most high school students. Drafting an essay with high school students takes patience, time, and modeling.ĭrafting is the second stage in the writing process, following prewriting or brainstorming.
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