![]() ![]() Some paper’s introductions lead to the conclusion easily. the most interesting idea to introduce to your audience?.the biggest message you want to convey?.When students think about their introduction, I prompt them with several questions to get them thinking about drafting the introduction: What is the. I don’t stress the introduction and conclusion at the start of the drafting process because I’ve witnessed most students add to them as the draft continues. Once the topic sentences and thesis statement are written, we work on the introduction. Primarily, I treat the topic sentences and thesis statements as the skeleton of the draft. I typically present those two methods to students: thesis or topic sentences first? I’ve provided student choice, but I’ve narrowed down their options so they’re not overwhelmed. We write the thesis by returning to the prewriting. We’ll revisit it.īut! Some students crave that thesis: Writing a paper for them requires the thesis before the topic sentences. If a student writes a list for the thesis, I consider it the rough draft of the thesis. ![]() Like so much, the thesis is a work-in-progress. Again, from looking at the prewriting and topic sentences, the thesis is obvious.Ī thesis statement is massively important, and it can stress students. Then I ask students to write their thesis statement. Because we brainstorm or prewrite for a lengthy period of time, the topic sentences are evident. At this point in the writing process, students and I write out the topic sentences. 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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