R.a.f.t writing
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The document discusses the process approach and RAFT technique for writing. It explains that the process approach involves multiple stages: prewriting, drafting, securing peer and teacher feedback, revising, editing, and publishing. The RAFT technique helps writers plan by identifying their role, audience, format, and topic before drafting. The document provides examples of using RAFT for different writing topics and prompts readers to practice the process approach.
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Download Link: http://okayfiles.com/file/0Y96o1
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The document is a daily lesson log for an English class that discusses using modal verbs to express permission, obligation, and prohibition. It includes the objectives, content, procedures, and evaluation for a lesson on modal verbs including can, could, may, must, have to, and must not. The lesson involves identifying modal verbs in sentences, replacing phrases with modal verbs, choosing modal verbs to complete sentences, and giving advice using modal verbs.
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Similar to R.a.f.t writing
writing process
The document outlines the key stages of the writing process: prewriting, drafting, revising and editing. In the prewriting stage, writers determine their audience and purpose, explore their topic, and make a plan. During drafting, writers develop their ideas from the prewriting outline without worrying about minor errors. In the revising stage, writers refine their content and organization. The editing stage focuses on fixing grammatical errors, punctuation, spelling and word choice. Following these stages helps writers organize their thoughts and produce a polished final draft.
Discussion Rubric Graduate Your active participation i.docx
Discussion Rubric: Graduate
Your active participation in the discussion forums is essential to your overall success this term. Discussion questions are designed to help you make meaningful
connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to express your own
thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance.
Requirements for Discussion Board Assignments
Students are required to post one initial post and to follow up with at least two response posts for each discussion board assignment.
For your initial post (1), you must do the following:
Compose a post of one to two paragraphs.
In Module One, complete the initial post by Thursday at 11:59 p.m.
Eastern Time.
In Modules Two through Ten, complete the initial post by Thursday at
11:59 p.m. of your local time zone.
Take into consideration material such as course content and other
discussion boards from the current module and previous modules, when
appropriate.
Reference scholarly or peer-reviewed sources to support your discussion
points, as appropriate (using proper citation methods for your discipline).
For your response posts (2), you must do the following:
Reply to at least two different classmates outside of your own initial post
thread.
In Module One, complete the two response posts by Sunday at 11:59
p.m. Eastern Time.
In Modules Two through Ten, complete the response posts by Sunday at
11:59 p.m. of your local time zone.
Demonstrate more depth and thought than simply stating “I agree” or
“You are wrong.” Guidance is provided for you in each discussion prompt.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Comprehension Develops an initial post with an
organized, clear point of view or
idea using rich and significant
detail (100%)
Develops an initial post with a
point of view or idea using
appropriate detail (90%)
Develops an initial post with a
point of view or idea but with
some gaps in organization and
detail (70%)
Does not develop an initial post
with an organized point of view
or idea (0%)
20
Timeliness Submits initial post on time
(100%)
Submits initial post one day late
(70%)
Submits initial post two or more
days late (0%)
10
Engagement Provides relevant and
meaningful response posts with
clarifying explanation and detail
(100%)
Provides relevant response posts
with some explanation and
detail (90%)
Provides somewhat relevant
response posts with some
explanation and detail (70%)
Provides response posts that are
generic with little explanation or
detail (0%)
20
Critical Thinking Draws insightful conclusions that
are thoroughly defended with
evidence and examples (100%)
Draws informed conclusions that
are justified with evidence (90%)
Draws logical conclusions (70%) Does not draw logic.
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This document discusses post-writing strategies for revising documents, including revision and editing. Revision involves reviewing the overall document to check if the purpose was achieved and if the language and tone are appropriate. Editing is a more meticulous process that focuses on grammar, punctuation, spelling, and other typographical elements. When revising, the author recommends taking a bird's eye view of the document, then reviewing portions and adding, removing, or reorganizing content to improve form and flow. Editing should only be done after revising content. The document provides questions to guide revisions and recommends summarizing revisions under content/meaning, structure, and grammar/mechanics.
Writing for success chapter 8
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Carl Anderson on Strategic Writing Conferences
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1) The goals of writing conferences are to teach students writing strategies and techniques to improve their writing, not to fix or edit their work. Conferences should focus on helping the student, not just the writing.
2) Conferences can be conducted during independent writing time in a workshop model or when students work on assignments. The teacher circulates and sits with each student one-on-one.
3) An effective conference has two parts - identifying an area for the student to work on, then teaching a specific strategy to address it, such as adding
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1. Conduct research first to understand the topic before writing about it.
2. Take notes during research to aid the writing process.
3. Write a first draft to get initial ideas on paper.
4. Rewrite and refine the draft, correcting errors and ensuring clarity.
5. Add visual elements like graphs, diagrams and photos to enhance understanding.
6. Use lists to organize information in an easy to comprehend manner.
Writing process
The document outlines the typical steps involved in the writing process: pre-writing (planning and organizing), drafting, revising and editing, and final draft. It describes each step in detail. Pre-writing involves brainstorming ideas, choosing a topic, and creating an outline. Drafting is writing the initial version without worrying about perfection. Revising and editing is improving content, organization, spelling, grammar and punctuation. The final draft is turning in the completed, formatted essay. The writing process is presented as an important series of steps to produce a well-written essay.
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Teaching of writing
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
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Writing can be categorized into different modes such as narrative, informative, and persuasive. The types of writing are extensive writing, where the writer is given a broad topic, and intensive writing, where the topic is more focused. The writing process involves several steps: prewriting, drafting, revising, editing, and publishing. Qualities of good writing include having interesting ideas, clear organization, an engaging voice, precise word choice, varied sentence structures, and correct grammar conventions.
Writing Process
The writing process involves planning, drafting, revising, editing and sharing. Key steps include determining the audience and purpose, brainstorming ideas, creating a rough draft, getting feedback through conferencing, revising content such as ideas and organization, proofreading for grammar and spelling errors, and sharing the final draft with others.
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Ashford 3: Week 2 Instructor Guidance
Planning, Writing Introductions, and Using Quotes
in a College Level Writing Class
Please think about these two important questions and after you have finished reviewing the Instructor
Guidance. Your instructor may want you to provide your answer to the questions at the end of the page.
Opening Question 1: What are the most important elements of an introduction?
Opening Question 2: Explain why the skill of integrating quotations is a key component to
academic success.
Overview of Week
In Week Two, we build on the insights gained from the foundation of Week One. Reflecting on the lessons from the
first assignments and from interacting with peers, we will develop strategies for improvement. This week, we will
work through the process of moving the personal essay to the next stage.
So, what are the next steps?
● First, everyone will develop a comprehensive outline.
See Section 4.4 in your etext: “Writing in Action: Producing a Formal Outline”
● Next, everyone will write an introductory paragraph.
See Section 5.1 in your etext: “Writing in Action: Strategies for Hooking the Reader”
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APA journal assignment is effectively integrating a quote into a paragraph, a key component of academic writing.
Reminders:
● Academic writing almost always requires writing from sources, so this skill is essential to your academic
success!
●
● Students will not be able to access some of the activities until certain tasks are completed. For
example, students must have completed the Writing Center Acknowledgement located in Week
One to move forward to the Week Two discussion questions or assignments this week.
●
● Students should not confuse the APA journal assignment with a personal journal. The APA
journal requires organization, effective style and grammar, and proper integration of your source.
It is not an area for freewriting or reflective writing.
Elaboration
● Instructors: You may use the section below or you may provide your own personal
intellectual elaboration on the week’s content, (Be sure to model APA citation for any resources
you quote in your elaboration).
“Whatever is begun with planning, ends in a victory.”
― Amit Kalantri
Most of us would not consider taking a trip, building a house, moving to a new location, organizing a wedding, or
changing jobs without first putting some time into a planning stage. Certainly, taking a trip to Europe for a month
would take more planning than a weekend visit to a friend, still each takes some effort in planning to make the trip
successful. Organizations and businesses, too, need planning to be successful. For example.
Lesson Seven: Revising
This document discusses rewriting and the writing process. It begins by outlining lesson objectives related to understanding writing as recursive and gaining teaching skills to help students become better writers. It then discusses common student attitudes toward rewriting and conceptualizes the writing process as recursive rather than linear. The document provides guidance for teachers on how to approach rewriting with students, including focusing on higher-order concerns before lower-order concerns and using written feedback to guide revision.
Writing process
The document outlines the five main steps of the writing process:
1) Pre-writing where the writer brainstorms ideas and chooses a topic,
2) Organizing where the writer makes an outline to plan the essay,
3) Drafting the first version of the essay without worrying about minor errors,
4) Revising to improve content and organization and then editing for spelling, grammar, and punctuation,
5) Producing a final copy formatted according to instructions.
Writing process
The document outlines the five main steps of the writing process:
1) Pre-writing where the writer brainstorms ideas and chooses a topic,
2) Organizing where the writer makes an outline to plan the essay,
3) Drafting where the writer writes a rough draft without worrying about minor errors,
4) Revising and editing where the writer improves content, organization, spelling, and grammar,
5) Final copy where the writer turns in the final word-processed version for grading.
Writing process
This document discusses the writing process and its key stages: prewriting, drafting, revising, and final draft. Prewriting involves determining the audience and purpose, as well as exploring the topic and creating an outline. Drafting is the initial writing stage where the main ideas are developed without worrying about perfection. Revising involves improving content, organization, and ideas. Editing focuses on grammar, spelling, punctuation, and word choice at the sentence level. Following these stages helps writers effectively organize their thoughts and produce a high quality final draft.
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R.a.f.t writing
- 1. The Process Approach to Writing and the R.A.F.T Writing Technique Role, Audience, Focus, and Topic
- 2. Task 1 Answer the ff: How do you prepare for a writing task? What difficulties do you encounter at this stage? Do you always begin with writing the introduction? How much time do you normally spend in writing a draft? How often do you experience writer’s block? How do you deal with it? How often do you revise and edit your work?
- 3. The Role Audience Format Topic Technique Experts say that planning is very crucial in writing and that it should take most of your entire writing process/activity. There are experts who even say that more than half of the writing time should be allotted to prewriting. Along this line, the RAFT technique asks you to think about important aspects of writing before you actually start your first sentence.
- 4. Role of the Writer: Who are you as the writer? ( A government official? A commercial model? A tree?) Audience: To whom are you writing? (A friend? An employer?) Format: In what format are you writing? ( A research paper? A newspaper? Topic: What are you writing about?
- 5. In small groups, complete the RAFT table below. Role Audience Format Topic News reporter President’s SONA School admin letter City officials Poverty in the community Student brochure
- 6. Process Approach to Writing Writing needs planning and several revisions before the final output is turned in. Feedback is very important too. You have to hear people’s opinion of your draft so you could further improve your work. Feedback will come not only from the teacher but from your peers as well.
- 7. Phases of the Process Approach to Writing Prewriting: writer uses several techniques like brainstorming, freewriting, researching, journaling, outlining, and using diagrams to list down and map out their thoughts. Using RAFt is also done at this phase.
- 8. 2. Drafting Initial composition is done at this point. The writer should not be concerned with language, grammar, and organization yet, because the goal in doing the first draft is to write down all their ideas to convey a particular idea. Drafting is often the draft that takes the longest time to finish. Why do you think so?
- 9. 3. Securing feedback from peer/s Guided by a rubric or some questions, writers exchange work and give comments and suggestions to improve the draft. Have you tried getting feedback from peers? How was your experience?
- 10. 4. Revising Writers review and modify their work to improve the draft.
- 11. 5. Securing feedback from the teacher Similar to phase 3, only, it will be the teacher who will give the feedback at this point.
- 12. 6. Editing Writers proofread and correct errors in grammar and mechanics and edit to improve style and clarity. How confident are you in checking your own grammatical and mechanical errors?
- 13. 7. Publishing This is when the writers share their final draft with a group or the entire class. Have you experience sharing your writing output to others?
- 14. Activity (Task 2) Prepare a R.A.F.T table for the following topics: A.Same sex marriage B.A movie you have seen recently C.A travel destination you want to visit
- 15. Quiz: Choose a topic from the previous writing activity and use the process approach to produce a writing output.