LESSON FIVE: Continue the Writing Process: Drafting
Students use the argument chart graphic organizer they started during lesson four. Students consider audience, purpose, format, details and supporting evidence, and opposing viewpoints. Provide an environment conducive to the drafting process. Recognize differences in students’ needs for both quiet and stimulation during the drafting process. Drafting not completed during class will be assigned as homework.
W3C Write multi-paragraph expository (exposition/expository writing) and persuasive (persuasive writing/argument) essays with
§ an effective thesis statement
§ effective paragraphing
§ convincing elaboration through specific and relevant details
§ originality and individual perspective
§ individual style and voice
§ Sources of Literature
Continue use of readings from earlier lessons as needed
Chalkboard, white board, or other area for suggested writing topics and timeline should remain visible for the duration of the writing process
§ Handouts provided
§ Words to know
o persuasive writing/argument
o exposition/expository writing
o graphic organizer
Collect and review students’ pre-writing and/or drafting as needed. Graphic organizers might be included.
1. Direct students to begin drafting their persuasive essays using the pre-writing argument chart graphic organizer from the previous lesson. Discuss a drafting plan that may include audience, purpose, format, evidence, and points of opposition. Remind students to refer to the Writing Prompt Scoring Guide provided in the previous lesson.
What is your plan for drafting?
Who is the intended audience for your writing?
Is there a clear purpose for your writing?
What format will your writing follow? ---Is the format stipulated in the writing prompt?
What details and/or examples provide evidence for your assertion?
What might be valid points of opposition to your assertion?