Access

Recruiting Interest

• Open class discussion with ways students want their writing to improve

• Allow students to work in self-selected groups to reduce the fear of failure or stigma of poor quality

• Provide each student group with at least one peer of more advanced ability to assist in understanding concepts. 

• Allow students to choose a previous piece of writing they wrote for revision 

Perception

• Provide a bank of explanations and examples of parts of speech and phrases in print and online

• Utilize text to speech or read-alouds to help evaluate a strategy’s effectiveness (e.g., Allow students to hear a sentence before and after revision and discuss the effect of the change[s]). 

Physical Action

• Provide a drag and drop option to revise or edit sentences for a particular audience or purpose. 

• Provide touchscreen assistance or alternative keyboards for composition. 

Build

Sustaining Effort & Persistence

• Assign students to create a goal in revising their work. (e.g., What do they want to do better or differently?)

• Emphasize writing as a process; no writing is ever perfect

• Provide consistent, structured feedback from both peers and the teacher 

Language & Symbols

• Pre-teach/ Review parts of speech and editing symbols to be used in self or peer edits.

• Provide examples of appropriate placement of additional parts of speech or phrases within the sentence (e.g., sentence maps with phrase-starting suggestions)

• Utilize a graphic understanding of the sentence (e.g., labeling, color coding, diagramming, mind-mapping). 

• Utilize electronic translation tools for non-native speakers.

• Display examples of the editing process with before and after pictures of revised sentences. 

Expression & Communication

• Provide a speech-to-text option for composition and editing. 

• Use graphic organizers to brainstorm possible uses of parts of speech and types of phrases with their possible effects. 

• Provide a scaffolded map of possible corrections 

Internalize

Self Regulation

• Utilize a checklist of parts of speech and/or phrase types to use in revising

• Encourage students to experiment with different revision strategies on targeted sentences to evaluate and maximize their effect

• Remind students to return to their self-selected goals when evaluating their attempts 

Comprehension

• Model practice according to a scaffolded structure. 

• Explicitly show how different writing structures are appropriate for different situations or subject areas. 

• Provide a checklist of possible edits or revisions. (i.e. Would my sentence be clear to _______ audience?)

• Remind students to regularly share possible revisions to peers for feedback. 

Executive Function

• Provide a guide or list to scaffold goal-setting

• Encourage students to build their own symbols or key for revising (e.g.,  green highlight means effective use of prepositional phrase, yellow means word choice issues) 

• Offer students a grading rubric for final assessment.