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Re_Write - DRAFTING
DRafting process
Many students, especially those in primary school, do not understand the concept of drafting.
Over the years I have noted that understandings vary:
- Some do not understand the process because they have only had to hand in their first / initial writing attempt
- Some RE-WRITE a completely new first draft
These errors tend to be because they have not spent enough time learning the skills through a SET process - this is why I use mnemonics, in this instance, BOWER, to explicitly link concepts in the writing process for students.
Writing is a task many HATE (cue the plethora of Hyperbole!), with a passion., so, extracting ONE version (first draft) from students can sometimes be like pulling teeth!
I've spent many years investigating the reasoning behind students dislike of English and what I have found is that it often comes down to the way we assess writing.
LET ME EXPLAIN USING AN ANALOGY (this is how I explain it to my students).
Ask the question: How many of you play or have played a sport?
When you do a sport, the coach gives you INSTANT feedback on where you are going wrong and how to correct it. By the end of a session, you have probably been corrected numerous times.
Students acknowledge this and often add that if they don't attend coaching sessions, they can also be omitted from playing in games...
The problem with subjects like English, and Maths, is that we very rarely gain feedback INSTANTANEOUSLY and when we do gain feedback, it can be quite detailed.
Of course, where we don't notice the amount of corrections a coach give us during a session, we can very clearly see ALL our errors when written tasks are returned.
Discussing this with students, allows them to view feedback, on mass, in a more logical / acceptable manner.
It also helps (it's really important) to have CLEAR, PRECISE, Scope and Sequenced curriculum which enables students and teachers to know WHERE they are going, WHY they are taking that particular journey, and HOW they are going to get there.
Using set programmes, you can, at set points, embed checkpoints in the process, which align with the specific outcomes.
I've created an In the Ditch, metacognitive / growth mindset programme (some resources available via the PRODUCT page), which I've used in conjunction with my scope and sequences that allow students clear outcome requirements they can link their INDIVIDUAL GOALS to.
Students struggle to see themselves as learners, which means they
- don't see the point
- can't be bothered
- No point, I'm no good
- Look at all my mistakes
By embedding a metacognitive / growth mindset approach into teaching, you can deal with the above responses with a structured, approach.
The goal is to help students see themselves as learners.
Those students who already have those intrinsic qualities will always improve at a faster pace.
Please note: My philosophy, which underpins my approaches, is that ALL students can learn. It's about the INDIVIDUAL student needs...
WHY have I mentioned this here?
It is important for students to feel comfortable with feedback and secure enough to take risks, without them feeling feedback is a direct criticism or, anther issue to overcome, them comparing themselves to other learners.
I do not believe in pitting one student against another, it's about INDIVIDUALS and accepting of difference.
The ability to have open dialogue around improving work (DRAFTING), opens students up to developing skills further...
DRAFTING STEPS
DRAFT ONE - *WRITE
This is the first attempt at writing - the W of our BOWER process.
It would be expected that the first write has been edited and proofread.
(often, younger students tend to do basic EDITING, yet don't look at proofreading.
DRAFT TWO
This is after the initial Editing & Proofreading process. Students make corrections and develop their writing further - CONSIDERING THE BIAS elements.
A rough rule of thumb (minimum) Drafting expectation:
- Lower Primary Years, First draft and Editing attempted - it's about practise and enjoyment
- Middle to Upper Primary - 2 Drafts - EXPLICIT TEACHING of drafting
High School - Submitting the draft, which you align to your criteria expectation, ensuring that what you submit is of, MINIMUM C level standard for your year level.
This could be YOUR 5th draft.
DRAFTING - the process of Editing and Proofreading to develop the highest standard of work you are capable of,
This requires you to check the task criteria to ensure you submit MINIMUM C standard 'Draft' to your assessor.
Once you have gained feedback, you then Edit and Proofread your work based on your assessors FEEDBACK.
Note Well: If you ignore the feedback of your assessor, you should expect that your results will not be the highest achievable grade..
GRAPHIC ORGANISERS
Graphic Organisers are a great tool to assist with structured learning.
Of course, once you understand a process, you won't require the use of an organiser, you will find your preferred approach.
I've created numerous graphic organisers for your use,
I will give you the name of the suggested/recommended organiser for the activity, should it require one, You can search for these via the PRODUCT page.