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I have started to have my students use Microsoft Word's Review>New Comment feature to annotated electronic texts. Students can copy and paste a document into MS Word, then highlight a portion of the text, click "New Comment" under the "Review" tab, and type the annotation in the margin. This allows students to annotated electronic texts, and it can be saved on the OneDrive for easy access.

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How to say nothing in 500 words homework assignment

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Collaborative Paragraphs and Peer Revision (DocDursa)

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Collaborative Paragraphs and Peer Revision (DocDursa)

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-Have students complete an independent rhetorical analysis paragraph (for homework or in class).
-Share paragraphs in small groups and peer revise each individual's paragraph.
-Then provide each group with a specific rhetorical strategy to analyze, and students must write one group paragraph on a giant post it. The collaborative paragraph will be graded.
-After students finish group paragraphs, they will peer revise and mark up other groups' paragraphs around  the room.
-Groups will return to their original paragraphs, assess suggestions and revisions made by classmates, and finalize their group paragraph to be submitted for a grade.

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trump hilary rhetorical analysis templates and exemplar

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Getting students invested in revision (DocDursa)

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Getting students invested in revision (DocDursa)

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I have a hard time getting my students to fully invest their time and energy in revision exercises. Many often disregard them or put forth minimal effort for "the grade" rather than for trying different ways to improve their writing (even when I give them class time). How can I get my students to see the value in revision rather than see it as a tedious practice?

The attached document is a current revision strategy I use for champions of courage essays. Some students come back and report how helpful it was for crafting and re-crafting the essay, but most only go through the motions and complete few revisions from the exercise. Help me find a better way to help my students!

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A Pause of Thought by Christina Rossetti

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What other ideas does anyone have when the "whole novels approach", audio book links, intro trailers shown in class, etc. don't do enough to encourage them to read?

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This year a very simple writing revision activity I have included as a required part of the students' revisions of their essays is to highlight and label their essays for specific information. For example. my SLO for writing has the students working toward improving their analysis and so I have the students label the different parts of their essays (hook, thesis, topic sentence, evidence, explanation, etc.). This has the students becoming more aware of the parts of their paper and makes it easy for you while grading to double check that they have actually included what you ask. IF students do not have 2345 colors in their little pencil cases, I have them color code with colored pencils and label in the margins.

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My students are struggling to identify and cite the strongest or "best" textual evidence to support their writing.

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Having students self-evaluate and write reflections on grade earned on writing assignment and specific plan of action to move one of the scores up one level helps. When they create a plan, they are more likely to follow through with improved writing for next assignment or revision of current essay.

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This is a new strategy I just tried after a timed writing assignment. Upon finishing the timed writing, students placed their essays on their desk and I gave them 10 minutes to walk around the room and read their peers' work. After that 10 minutes, they had another 10 minutes to either go back and reread their own work and add anything that they might have 'realize' they needed to include before the walk around

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In order for students to learn concision, I have been asking them to delete as many words as they can from sentences in their drafts. This helps train them to recognize the most vital information they are attempting to communicate.

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Reader-Writer-Speaker Response Triads: a group of three (reader, writer, speaker) gets a reading assignment; the reader reads it to the writer, who takes notes; the speaker reports to the whole class.

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When my students are completing their in class revisions, I give them the opportunity to meet with me 1-1 to talk about the revision suggestions I have written on their paper. This makes it more personal and has the students seeing that I am willing to not only supply them with the written feedback but also explain to them how to apply that to their writing.

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Take time to listen to part of a novel or story in class. Students can write notes or draw plot events/theme/characters/etc. as they listen. This engages all learning modalities.

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Poetry and Patterns: used for reinforcing vocabulary in math or science. In groups use vocabulary words to write one Haiku. It can be written in a true or false statement. Groups share with the class and the class determines if it’s true or false.