Impact 1: Writing
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deannfirstdraft.pdf | |
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Reflection:
In this sample set you can see the first draft and the final draft of a literary essay. This was the culmination of a 3 week writing unit that I did as part of my full takeover, and this sample set comes from a student who is a lower writer and reader. You can see in the first draft that the ideas and the thoughts that she was trying to express were broken up, and even though she does have four distinct thoughts, the paper as a whole was incoherent. As part of the writing unit, I had individual conferences with all of my students to discuss their first drafts in order to help them with their final drafts. In conferencing with this particular student, we focused a lot on the organization of her paper and different ways that she could express her thesis statement through the text. We also talked about how she could use certain words or phrases to help herself write her ideas down more thoroughly.
This was not a student who enjoyed writing, and this certainly was not a student who appreciated being given work to do, but from the first draft to the final draft the amount of improvement this student made was astounding. She took a lot of our conference to heart and she fleshed out her sentences and ideas much more carefully and thoroughly. She explained her evidence well and she gave very good evidence that fully supported her thesis. It is obvious to me that from the beginning to the end, this student made a lot of progress with her writing. She went from doing the least amount of writing possible while not getting through all of the steps, to writing a very poignant and great literary essay. I was very proud to be her teacher the day she turned this in to me.
In this sample set you can see the first draft and the final draft of a literary essay. This was the culmination of a 3 week writing unit that I did as part of my full takeover, and this sample set comes from a student who is a lower writer and reader. You can see in the first draft that the ideas and the thoughts that she was trying to express were broken up, and even though she does have four distinct thoughts, the paper as a whole was incoherent. As part of the writing unit, I had individual conferences with all of my students to discuss their first drafts in order to help them with their final drafts. In conferencing with this particular student, we focused a lot on the organization of her paper and different ways that she could express her thesis statement through the text. We also talked about how she could use certain words or phrases to help herself write her ideas down more thoroughly.
This was not a student who enjoyed writing, and this certainly was not a student who appreciated being given work to do, but from the first draft to the final draft the amount of improvement this student made was astounding. She took a lot of our conference to heart and she fleshed out her sentences and ideas much more carefully and thoroughly. She explained her evidence well and she gave very good evidence that fully supported her thesis. It is obvious to me that from the beginning to the end, this student made a lot of progress with her writing. She went from doing the least amount of writing possible while not getting through all of the steps, to writing a very poignant and great literary essay. I was very proud to be her teacher the day she turned this in to me.