Types of Writing: Sample 4€¦ · spray paint. PSSSSSSSSSH! PSSH! PSSH! With quick sweeps of her arm she drew her new signature, her tag: a five-pointed star with a winking eye and

Tool T2-1h

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-1h Foundational Writing Skills

Step Up to Writing • Grades 9–12

Name: _______________________________________ Date: ________________

Types of Writing: Sample 4The Wall

The light was almost gone from the sky when Stargal raised her can of gloss black

spray paint. PSSSSSSSSSH! PSSH! PSSH! With quick sweeps of her arm she drew her new

signature, her tag: a five-pointed star with a winking eye and earrings. I switched on my

headlamp and raised my own can to practice the tag for my new nickname, Moonboy. We

had just discovered the space under a bridge along the banks of the river. We scrambled

down the embankment to find a completely blank canvas of gray concrete, a rarity in the

neighborhood.

And then a voice behind us said, “Hey.”

I’m glad no one was there to record Stargal and me dropping our cans, yelping, leaping

straight up, pirouetting, and returning to Earth to find ourselves staring wide-eyed at the

silhouette of a stranger. Our headlamps lit up paint-speckled jeans and a matching hooded

sweatshirt. The hood hid the face.

“Who . . .? How . . .? Where . . .?” I stammered.

“Relax,” the voice said calmly. “This is where I practice my art, too.” It was a male voice,

somewhat hoarse with a hint of a British accent. It sounded odd though, like he was talking

through a drainpipe.

I looked back at the wall, marked only by what Stargal had just painted. “Uh, practice?” I

asked.

We scrambled back as he stepped between us. “Nice tag, Stargal,” he said. Then he raised

a hand in a black glove and passed it over the fresh paint. Stargal’s art flew off the wall as if

it were being vacuumed into his hand. The hood tilted toward me. “Is this what you had in

mind, Moonboy?” There was a smile in the voice. He held out his hand and in fluid motions

drew a round, clumsy head with stick arms and legs, exactly what I’d envisioned for my tag.

A moment later, he removed it with a sweep of his hand just like he’d removed Stargal’s.

(continued)

Tool T2-1i

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-1i Foundational Writing Skills


Name: _______________________________________ Date: ________________

Types of Writing: Sample 4 (continued)

“Show us . . .” Stargal started to say, but the stranger was already working. It wasn’t so

much that he painted with his hands, but like he was revealing what was already there—

figures hidden in the wall’s surface: A guy in profile looking like he was about to throw

a rock, but instead of a rock he held a bouquet; a robed skeleton ferrying a boat of happy

people wearing party hats.

“Charon guiding souls across the River Styx?” Stargal ventured.

The painter seemed to hesitate, then gave a little bow. He raised his arms and the images

faded, the paint seeming to disappear into his hands.

“Those were so cool!” Stargal exclaimed. “Why erase them?”

“All art is ephemeral,” he said, then paused. “Look it up.”

My mind whirred. “Ephemeral,” I answered. “Temporary, fleeting, brief.”

“Well, well,” he said, and somewhere inside his hood, I could make out two eyes, glowing

like fireflies. “Talent is dear, but a love of knowledge is rare indeed.”

Stargal then said what we both were thinking. “Will you teach us?”

He turned toward the concrete, shaking his head. “Only the wall can teach you,” he said.

Then he took two steps and vanished into the wall, swallowed by its gray surface as if he’d

fallen into oatmeal.

Stargal and I turned to each other, checking our reality. Then we heard the muted sound

of spray paint and looked back at where he had disappeared.

THE WALL WILL TEACH YOU appeared letter by letter, word by word. A moment

passed, then there was another PSSSH.

BEGIN, it read.

Tool T2-2a

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-2a Foundational Writing Skills


Name: _______________________________________ Date: ________________

Pro

mp

ts f

or

Thre

e T

yp

es

of

Wri

ting

Dir

ectio

ns: E

xam

ine

the

prom

pts a

nd id

entif

y ke

y w

ords

abo

ut th

e to

pic,

purp

ose,

form

at, a

nd au

dien

ce.

Info

rmat

ive/

Exp

lana

tory

Arg

umen

tN

arra

tive

Imag

inat

ive

Nar

rati

veN

on

fict

ion

Nar

rati

ve

• Re

sear

ch a

new

type

of t

echn

olog

y an

d w

rite

a re

port

exp

lain

ing

how

it

wor

ks a

nd it

s lim

itatio

ns.

• Re

ad Th

e D

ecla

ratio

n of

In

depe

nden

ce a

nd P

atric

k H

enry

’s sp

eech

to th

e Se

cond

Virg

inia

C

onve

ntio

n (“

Giv

e m

e lib

erty

, or

give

me

deat

h”).

In a

shor

t ess

ay,

expl

ain

how

thes

e tw

o so

urce

s de

scrib

e th

e re

latio

nshi

p be

twee

n th

e co

loni

sts a

nd th

e go

vern

men

t of

Gre

at B

ritai

n.

• W

atch

the

vide

o of

Mar

tin L

uthe

r K

ing

Jr.’s

spee

ch “I

’ve B

een

to

the

Mou

ntai

ntop

.” Th

en re

ad a

ne

wsp

aper

repo

rt o

r rev

iew

of t

he

spee

ch. C

ompa

re a

nd co

ntra

st th

e co

nten

t of t

he sp

eech

with

how

it

is re

pres

ente

d in

the

seco

ndar

y so

urce

. Exp

lore

pot

entia

l rea

sons

fo

r any

diff

eren

ces.

• So

me

educ

ator

s hav

e pr

opos

ed

exte

ndin

g hi

gh sc

hool

to fi

ve y

ears

to

giv

e st

uden

ts m

ore

time

to m

eet

expe

ctat

ions

whi

le o

ther

s arg

ue

this

wou

ld in

crea

se d

ropo

ut ra

tes

as st

uden

ts lo

se in

tere

st in

scho

ol.

Writ

e an

ess

ay th

at su

ppor

ts o

ne

of th

ese

opin

ions

or p

rese

nts a

di

ffere

nt v

iew

on

the

topi

c.

• So

me

educ

ator

s arg

ue th

at le

tter

or n

umbe

r gra

des s

houl

d be

ab

olish

ed a

nd re

plac

ed w

ith a

Pa

ss/F

ail s

yste

m. W

rite

a le

tter t

o yo

ur sc

hool

new

spap

er, a

rgui

ng

for o

r aga

inst

repl

acin

g gr

ades

w

ith a

Pas

s/Fa

il sy

stem

.

• Fr

eedo

m o

f spe

ech

is pr

otec

ted

by

the

U.S

. Con

stitu

tion.

How

ever

, th

ere

are

exce

ptio

ns to

this

prot

ectio

n. W

rite

an e

ssay

arg

uing

w

heth

er o

r not

the

gove

rnm

ent

shou

ld re

stric

t fre

edom

of s

peec

h in

any

way

.

• C

hoos

e a

shor

t sto

ry y

ou

read

for c

lass

. Writ

e a

narr

ativ

e th

at d

escr

ibes

the

maj

or e

vent

s in

the

stor

y fr

om th

e po

int o

f vie

w o

f a

diffe

rent

char

acte

r.

• C

hoos

e a

phot

ogra

ph fr

om

a m

agaz

ine,

a n

ewsp

aper

, or

the

Inte

rnet

. Writ

e an

im

agin

ativ

e na

rrat

ive

abou

t th

e pe

rson

(s) a

nd/o

r eve

nt in

th

e ph

otog

raph

.

• C

hoos

e an

obj

ect i

n yo

ur

clas

sroo

m o

r hom

e, fo

r ex

ampl

e, a

set o

f key

s, a

pair

of sh

oes,

or a

map

. Writ

e a

stor

y in

whi

ch th

at o

bjec

t pl

ays a

cen

tral

role

in

the

plot

.

• Re

sear

ch a

hist

oric

al fi

gure

yo

u ad

mire

. Bas

ed o

n yo

ur

rese

arch

, writ

e a

nonfi

ctio

n na

rrat

ive

abou

t tha

t per

son,

fo

cusin

g on

an

impo

rtan

t tim

e pe

riod

or e

vent

in h

is or

her

life

.

• W

rite

a no

nfict

ion

narr

ativ

e ab

out a

sign

ifica

nt e

vent

th

at ch

ange

d th

e co

urse

of

som

eone

’s lif

e—a

frie

nd,

fam

ily m

embe

r, or

hi

stor

ical

figu

re.

• Re

sear

ch a

n im

port

ant

inve

ntio

n in

hist

ory.

Writ

e a

nonfi

ctio

n na

rrat

ive

desc

ribin

g th

e ev

ents

su

rrou

ndin

g th

is in

vent

ion.

Tool T2-1a



Name: _______________________________________ Date: ________________

Intr

oduci

ng T

hre

e T

yp

es

of

Wri

ting

Info

rmat

ive/

Exp

lana

tory

A

rgum

ent

Nar

rati

ve

Imag

inat

ive

Nar

rati

veN

on

fict

ion

Nar

rati

ve

Intr

oduc

tion

Body

Con

clus

ion

• In

trod

uces

the

topi

c in

a to

pic

sent

ence

• Pr

evie

ws t

he

info

rmat

ion

that

will

follo

w

Intr

oduc

tion

Body

Con

clus

ion

• Pr

esen

ts a

cl

aim

in a

topi

c se

nten

ce•

Prev

iew

s the

in

form

atio

n th

at w

ill fo

llow

• Es

tabl

ishes

sig

nific

ance

of

the

clai

m

Begi

nnin

g

Mid

dle

End

• En

gage

s and

or

ient

s the

re

ader

• Es

tabl

ishes

na

rrat

or•

Intr

oduc

es

char

acte

rs a

nd

setti

ng

• In

trod

uces

the

confl

ict

Begi

nnin

g

Mid

dle

End

• En

gage

s and

or

ient

s the

read

er•

Giv

es b

ackg

roun

d in

form

atio

n•

Intr

oduc

es

char

acte

rs,

setti

ng, a

nd

signi

fican

ce o

f ev

ent/p

erso

n

• D

evel

ops t

he

topi

c with

ke

y/st

ar id

eas

(big

idea

s)

• In

clud

es

elab

orat

ion

(evi

denc

e,

exam

ples

) •

Con

nect

s ide

as

with

tran

sitio

ns

• Su

ppor

ts th

e cl

aim

with

ke

y/st

ar id

eas

(rea

sons

)•

Incl

udes

el

abor

atio

n (e

vide

nce,

ex

ampl

es)

• A

ddre

sses

op

posin

g cl

aim

s•

Con

nect

s ide

as

with

tran

sitio

ns

• D

evel

ops

imag

ined

ex

perie

nces

w

ith d

ialo

gue,

pa

cing

, and

de

scrip

tion

• Se

quen

ces

even

ts w

ith

tran

sitio

ns

• D

evel

ops r

eal

expe

rienc

es/

even

ts in

a lo

gica

l se

quen

ce, u

sing

prec

ise w

ords

, vi

vid

deta

ils, a

nd

sens

ory

lang

uage

• Se

quen

ces e

vent

s w

ith tr

ansit

ions

• Fo

llow

s fro

m

and

supp

orts

th

e id

eas

pres

ente

d

• Fo

llow

s fro

m

and

supp

orts

th

e id

eas

pres

ente

d

• Re

solv

es th

e co

nflic

t and

re

flect

s on

the

even

ts

• Pr

esen

ts o

utco

me

and

refle

cts o

n im

port

ance

No

Secr

ets/

Susp

ense

No

Secr

ets/

Susp

ense

Secr

ets/

Susp

ense

Tool T2-3a



Name: _______________________________________ Date: ________________

1. Prewrite

2. Plan

3. Draft

4. Revise

5. Edit

6. Write final copy

7. Proofread

8. Share and/or publish

The Writing Process for Step Up to Writing

Tool T2-3b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-3b Foundational Writing Skills


Name: _______________________________________ Date: ________________

The Steps of the Writing Process

1. Prewrite • Prewriting is the time to think about or learn about a topic. • Time for prewriting may be brief (such as during a timed writing assessment) or might involve

weeks of in-depth research.• Prewriting may include developing a research question, gathering a variety of sources on your

topic, and evaluating the validity and credibility of each source.

2. Plan • Planning means organizing all your ideas logically. • You can organize your ideas using informal outlines and quick sketches. • Planning saves time and avoids frustration later in the writing process. • Your plan should be used to guide your writing. (However, you may add, delete, and change

parts of your plan as you begin writing.)

3. Draft • A draft is a complete copy of a writing assignment. • Most writers create several drafts. The number of drafts depends on the assignment and the

time available. • Sometimes your first draft is your only draft (e.g., an essay on a timed test). Other times you

will have several opportunities to draft, revise, and edit.

4. Revise • Revising means changing and reworking the ideas in your writing.• Revising involves reordering words, sentences, and paragraphs. It also means adding or

eliminating information.• When revising, ask yourself: Does the text make sense? Is my information accurate? Will the

reader understand what I have written? Do the words, sentences, and/or paragraphs flow? Are the sentences detailed and descriptive?

• You may also have peers or your teacher review your work as you revise.

5. Edit • Editing is a chance to catch mistakes.• CUPS can help you to remember what it means to edit your paper: check for mistakes in

Capitalization, Usage, Punctuation, and Spelling. (Usage means that you have correctly used words, phrases, and sentences.)

• When editing, ask yourself: Are all sentences complete? Have I used punctuation properly? Do sentences use parallel structure? Are words spelled correctly?

• Peers and/or your teacher can also suggest edits.

6. Write final copy

• Your final copy is the time to shine! It’s important to turn in a neat, error-free copy. If you have taken the drafting, revising, and editing steps in the writing process seriously, this should be easy.

• You should use the appropriate format, including margins, fonts, citations, and formatting. Be sure your graphics are formatted correctly and placed in appropriate places.

7. Proofread • Proofreading means reviewing your final copy carefully for small errors (e.g., spacing, repeated words, spelling mistakes, forgetting to dot an i if handwriting).


• You should look for ways to share your writing with authentic/real-life audiences (e.g., presentations, school newspapers, writing contests, websites, blogs).

• It’s important to make sure to protect your safety and privacy when it comes to online sharing. Follow school rules for using social media and always ask a teacher for guidance.

Tool T2-3c

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-3c Foundational Writing Skills


Name: _______________________________________ Date: ________________

Identifying the Steps of the Writing Process

1. You are part of a small group working on a research project. Today, the group is deciding, based on the research, what the sections of the report will be in order to assign each member one section. What step have you reached?

Step of the Writing Process?

2. Alexandria spent all weekend working on her essay. Even though she feels good about it, and even though it looks clean and ready to hand in, she knows that she might have made small mistakes as she typed the final copy. She reviews her work one last time. Maria is at which step in the writing process?


3. Hiro knows that he struggles to use colons and semicolons correctly. At this step in his writing process, he is going to pay particular attention to correcting his punctuation. Which step of the writing process has Hiro reached?


4. You just finished one more step in the writing process as you develop your biographical sketch of Marie Curie. During this step, you noticed that some of the events in her life appeared out of order, and you had forgotten to include her early education. You moved parts around and added information to improve the structure and flow. Which step did you just complete?


5. The night before his paper is due, Orlando reviews his teacher’s formatting requirements and formats his paper using correct margins, spacing, and page numbers. Orlando has reached which step in the writing process?


6. In Mr. Kim’s English class, every student creates a webpage where they can post a collection of their assignments. This serves as their digital writing portfolio. Which step of the writing process does this represent?


7. Your assignment is to write a report about an important political figure during World War II. You know that Eleanor Roosevelt was active during that time, but you do not have many specific examples of what she did. You begin finding credible online sources about her life and accomplishments. Which step have you just begun?


8. On a science exam, you have been asked to write a short response that explains the benefits of wetlands. Based on your outline, you write a topic sentence. You explain the first benefit in the first paragraph. You are about to begin your second paragraph about the other major benefit. You are in the midst of which step?


Tool T2-4a



Name: _______________________________________ Date: ________________

Graphic Organizers that Support Brainstorming

Classification Map

Too

l T1-2

8c

©2016 Voyag

er Sop

ris Learning, Inc. All rights reserved.

Perm

ission is granted to reproduce this p

age for Step Up to W

riting classroom use.

To

ol T

1-2

8c

W

riting to

Imp

rove R

eadin

g Co

mp

rehen

sion

Step U

p to Writin

g • Grad

es 9–12

Nam

e: _______________________________________ D

ate: ________________

Text Structure: Classification

Topic

Category 1 Category 2 Category 3

Venn Diagram

Too

l T1-2

8d

©2016 Voyag

er Sop

ris Learning, Inc. All rights reserved.

Perm

ission is granted to reproduce this p

age for Step Up to W

riting classroom use.

To

ol T

1-2

8d

W

riting to

Imp

rove R

eadin

g Co

mp

rehen

sion

Step U

p to Writin

g • Grad

es 9–12

Nam

e: _______________________________________ D

ate: ________________

Text Structure: Compare/Contrast(Venn Diagram)

___________________________ ___________________________

Tool T1-28b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28b Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Text Structure: Cause/Effect

Summarize or Describe the Effect(s)

Explain the Cause(s)

Topic =

Cause/Effect Diagram

Tool T1-28h

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28h Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Text Structure: Sequence

Topic = 1. 2.

3.

6. 5. 4.

7.

8.

Finished!

Sequence Diagram

Tool T1-28g

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28g Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Text Structure: Problem/SolutionTopic =

Problem Solution Results

Problem/Solution Organizer

Tool T1-28e

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28e Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Text Structure: Compare/ContrastTopic =

Characteristic/AttributeFirst Person, Place,

or Idea

��

Second Person, Place, or Idea

��

1.

2.

3.

4.

5.

Compare/Contrast Table

Tool T1-18a

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-18a Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Mapping and Webbing

Directions: Use the following graphics to organize notes. Draw large versions on notebook paper and fill in your notes, or sketch small versions of the graphics into the right column of your two-column notes.

Bubble Webs

Tool T2-6a



Name: _______________________________________ Date: ________________

Understanding the Traits of Effective Writing

Directions: Use the questions provided for each trait to evaluate your own writing as well as the work of other writers.

Trait Questions to Ask

Org

aniz

atio

n

• Does the beginning or introduction set a clear purpose for the writing?

• Are ideas ordered logically, so that they build to a whole?

• Do varied transitional words and phrases connect ideas and clarify their relationships?

• Does the structure of the writing fit the writing type? − Informative/explanatory: introduction, body, and conclusion − Argument: introduction with claim, body, and conclusion − Narrative: beginning, middle, and end*

Idea

s/

Co

nte

nt

• Does the piece fit the assignment and achieve its purpose?

• Is the content appropriate for the audience?

• Does the piece start and end in an interesting way?

• Are the important ideas fully developed with well-chosen details?

Lang

uage

/ S

tyle

• Are varied sentences used for effect, and do they enhance meaning?

• Are the voice, style, and tone appropriate for the purpose and audience?

• Are rich and precise vocabulary, figurative language, and/or sensory details used?

Co

nven

tio

ns/

C

UP

S

• Does the text contain any errors in CUPS (capitalization, usage, punctuation, spelling)?

• Are paragraphs properly formatted?

• Are any sources that are used properly cited?

*Personal narratives also have an introduction and a conclusion to capture the story’s message.

Tool T2-6b



Name: _______________________________________ Date: ________________

Evaluating Writing Using the Traits of Effective Writing

Paragraph 1

Prompt: Is graffiti vandalism or an art form? Provide detailed support for your claim.

Some people have proposed that graffiti should be considered an art form. I have definite opinions about this topic. One of the promblems with graffiti is that it damages someone else’s property. It’s irrelevant if the property is public or private. People who write graffiti deface trains, buildings, parks—basically, any place with a wall is fair game. If I owned a house and I found graffiti scrawled on my door, I would be furious and want the “artists” arrested. Graffiti is against the law. I do not think we should tolerate graffiti.

Paragraph 2

Prompt: Compare one element of culture across three to five world cultures, with detailed examples.

There are some fascinating customs around the world that you may be unfamiliar with. In China, you shouldn’t give people a clock as a gift because they associate this thing with death and funerals. They don’t like the number four either. In Egypt, it’s not a good idea to add salt on food someone else prepared for you. It makes them think that you didn’t appreciate the meal. You don’t want to appear rude! And its definitely not advisable to use your left hand to eat because this is considered unclean. In the Netherlands, people shun giving scissors or knives as presents because pointy, sharp gifts are believed to bring bad luck. Another interesting fact is that there’s no tooth fairy in Greece. Children throw their teeth onto the roof of their houses because people think it brings good luck. In Japan, they frown upon using chopsticks to play with or stab one’s food. They view this as a rude and improper use of chopsticks.

Paragraph 3

Prompt: Write a short biography of an important person from early U.S. history. Include important details and make the character come to life.

Tecumseh, a Shawnee, was born in 1768 in Ohio. As a young boy, Tecumseh wanted to become a warrior. When he was a teenager, he joined with Indians from other tribes. They believed that if the American Indians united, they would be better able to push back the settlers that were taking over their land. Tecumseh went on trips, finding other American Indians to fight back against the American government. In 1808, Tecumseh and his brother, who had become a prophet, established a new settlement for American Indians called Prophetstown. U.S. forces destroyed the settlement in 1811. Tecumseh was killed in battle in 1813.

Tool T2-7a



Name: _______________________________________ Date: ________________

Guidelines for CollaborationEstablish a common goal.

• Ensure that everyone understands that a common goal is perhaps the most important part of collaborative work. Even group members with divergent perspectives can achieve consensus on a specific goal and work toward it.

• Establish your overall goal for the project. Your goal should respond to the assigned prompt or task clearly and thoroughly, and take into account any scoring guides or other means by which the writing will be evaluated.

• Begin every work session by determining a goal for the session. It should align with your planned subtasks and due dates (which you may list on Tool T2-7d).

Discuss and interact respectfully.

• Encourage all members to speak, and listen attentively when they do (perhaps even take notes). Make sure everyone has about equal speaking time.

• Seek and consider different or creative ideas, or opposing viewpoints. • Respond by posing thoughtful questions that examine reasoning and evidence, ask for

verification, or challenge ideas. • Express your own ideas and position. When necessary, clarify and give evidence for your

position or conclusions. • As a group, synthesize what is said during discussions and meetings. Areas of remaining

disagreement may require more research and discussion. Try to come to consensus on decisions (possibly by voting, if needed).

Work effectively together.

• Fairly assign tasks and deadlines for each member for each step in the writing process (ideas for tasks for each step are on Tool T2-7b).

• Carefully consider and acknowledge input and effort from all members. • Come prepared to meetings and discussions, and complete your part of the work

conscientiously and on time. • Be willing to assist group members who need help, and ask for help when you need it.

Sometimes tasks are harder or take longer than first thought. • Use available technology to maximize efficiency. Document-sharing technology, for

example, can allow multiple people to review a draft at the same time. Technology can also enable you to present material using multimedia, such as slides.

Tool T2-7b



Name: _______________________________________ Date: ________________

Collaborative Writing Step by Step1. Prewrite • Identify a common writing goal.

• Brainstorm. One member records ideas, preferably in a digital format that can be printed or shared online. All group members contribute ideas and ask questions.

• Synthesize the discussion as a group. Reach consensus on decisions and actions, such as research and further discussion points.

• Record subtask assignments on the Collaborative Writing Planner on Tool T2-7d. Add to the plan as needed in the future.

2. Plan • Work as a group to develop a topic sentence and writing plan, including subtopics or key/star ideas on an informal outline.

• Fairly assign subtasks and due dates for each member. For example, each person may be assigned to develop the elaboration for one or more key/star ideas. Members may continue research to fill gaps, while others seek graphics, images, video, or audio resources.

3. Draft • Use the information gathered to have each member develop one or more sections of the writing (whether on paper, in individual electronic documents, or in a collaborative electronic environment).

• Assemble the draft and add transitions as a group, so that the parts build to a unified whole.

4. Revise • Review the assembled text independently (perhaps even getting input from someone outside the group).

• Revisit the writing prompt or assignment to make sure all criteria have been met.• Discuss all members’ feedback and ideas, seeking consensus for changes.

5. Edit • Check for errors using CUPS (possibly with each group member reading for one type of error, e.g., capitalization, usage, punctuation, or spelling).

6. Write final copy

• Create a final copy. One group member can create a clean copy of the entire document, or members can clean up their own sections.

• If more than one individual is involved in creating the final copy, carefully plan how to make sure the most recent changes are present in the final document, and that the final document has consistent and proper formatting.

7. Proofread • Proofread the final copy, either separately or together. Assign one person to make any final corrections.


• Discuss and decide on the final method of sharing or publication.• If needed, designate speakers or presenters for parts or portions of the product, and

assign subtasks to address any visual supports or other presentation needs. • If needed, designate other roles such as technical support, video or audio setup, or

moderators who field questions.

Tool T2-7c

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-7c Foundational Writing Skills


Name: _______________________________________ Date: ________________

Collaborative Writing Planner—Example

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Ann

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DeA

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Am

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Paul

Hiro

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Subtasks Date Due

1. Prewrite (Brainstorm, discuss, research)

Brainstorm topic, discuss, decide on event 10/14 3 3 3 3 3 3

Research meaning of civil disobedience (CD) 10/21 3

Research Gandhi’s biography and Salt March 10/21 3 3

Research effects on India’s history & history of CD 10/21 3 3

Interview Mrs. Gupta about her father 10/21 3 3

2. Plan (Informal outline)

Develop topic sentence, plan, subtopics 10/21 3 3 3 3 3 3

Add elaboration to definition of CD 10/28 3 3

Add elaboration to history of Salt March 10/28 3 3

Add elaboration to effects, historical context 10/28 3 3

3. Draft Draft introduction and conclusion 10/31 3 3

Draft body paragraph: Gandhi biography 10/31 3 3

Draft body paragraph: Salt March 10/31 3 3

Draft body paragraph: historical context 10/31 3 3

4. Revise Review draft; discuss 10/31 3 3 3 3 3 3

Find and insert image of Gandhi on Salt March 11/04 3 3

Insert quotes (Gandhi, Mrs. Gupta) 11/04 3 3

Correct the Works Cited, MLA format 11/04 3 3

5. Edit Meet to read and discuss whole report 11/04 3 3 3 3 3 3

Edit for usage/grammar errors 11/07 3 3

Edit for punctuation, capitalization, spelling errors 11/07 3 3

Edit for errors in MLA report format/Works Cited 11/07 3

6. Write final copy

Make final copy 11/13 3

7. Proofread Review final copy 11/13 3 3 3 3 3 3

Make final corrections 11/13 3

Turn in report! 11/14 3 3 3 3 3 3


Make tri-fold display board 12/04 3 3 3

Develop 2–5 min. presentation for judges 12/04 3 3 3

Review presentation 12/04 3 3 3 3 3 3

Set up and present at exposition! 12/07 3 3 3 3 3 3

Summary of common writing goal: Write a research report about a historical use of civil disobedience; turn in 11/14; present at the school exposition 12/07.

Tool T2-7d

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-7d Foundational Writing Skills


Name: _______________________________________ Date: ________________

Collaborative Writing Planner

(Lis

t M

emb

ers)

Subtasks Date Due

1. Prewrite (Brainstorm, discuss, research)

2. Plan (Informal outline)

3. Draft

4. Revise

5. Edit

6. Write final copy

7. Proofread


Summary of common writing goal:

Documents

Types of Writing: Sample 4€¦ · spray paint. PSSSSSSSSSH! PSSH! PSSH! With quick sweeps of her arm she drew her new signature, her tag: a five-pointed star with a winking eye and