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working with students as they write (in the classroom) can be very effective for improving writing as they write

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I can't expect them to learn how to write well if I'm not working closely with them throughout the entire process, which will take multiple drafts and lots of feedback. I also need to give them the freedom to play and try to break the formulaic rules of writing (when they're ready) without a detriment to their grade.

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Google docs are the now and later in student writing.

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Google docs are the now and later in student writing.

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The process of writing is as important as the finished product.

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The process of writing is as important as the finished product.

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Teaching writing is a formative assessment rather than a summative assessment.

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As teachers we should be focused on teaching them that writing is a process. If we use writing purely as a product, we are missing the opportunity to teach them through their own mistakes.

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Students are still learning HOW to write

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Students are still learning HOW to write

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Students need feedback AS they write, not just after they are finished.

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Students need feedback AS they write, not just after they are finished.

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Writing is a process

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Be able to transition between informal and formal writing

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Be able to transition between informal and formal writing

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Mentor text, practice writing, feedback

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Write more often

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WRITE MORE, but it doesn't HAVE to be essays all of the time. One-pagers, speeches, quickwrites, etc are all valuable forms of writing that help them get to where we want them to be.

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Break it down with analogies (examples) which makes sense to the students perhaps from their real life experience. 

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Break it down with analogies (examples) which makes sense to the students perhaps from their real life experience. 

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Vary their sentence length

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Give examples of good writing and real life examples of writing 

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Give examples of good writing and real life examples of writing 

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Read and analyze good models of writing, quickwrites, outlines, graphic organizers, timely feedback on shorter pieces of writing.

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instruction in the different paragraphs, knowing what elements are involved in the different paragraphs... and DO IT!

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Let's come together. Right now. Over writing conventions.

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Eventually write without a structured organizer

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Eventually write without a structured organizer

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Create engaging prompts that require critical thinking

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Capitalize proper nouns and use ending punctuation

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Capitalize proper nouns and use ending punctuation

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Execute-make a claim based on the text with quotes (concrete facts) to support their understanding of the text and be able explain how their claim is accurate with the foundation of facts.

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Execute-make a claim based on the text with quotes (concrete facts) to support their understanding of the text and be able explain how their claim is accurate with the foundation of facts.

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Help them feel comfortable sharing their writing and asking for help

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We need to supply the supporting tools (organizers, models) and provide inspiration.

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We need to supply the supporting tools (organizers, models) and provide inspiration.

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1. Structure their argument in a logical way...
2. Successfully express their ideas through the use of rich language...
3. Use proper grammar and sentence variety...

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MVHS writers should know the definitions of claim/thesis, evidence, and analysis. Definitions of claim, evidence, and analysis need to be made painfully explicit to students.

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MVHS writers should know the definitions of claim/thesis, evidence, and analysis. Definitions of claim, evidence, and analysis need to be made painfully explicit to students.

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Come up with better titles (not just "The Great Gatsby Essay")

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Common organization and practice

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MVHS writers should be able to organize and essay with the basic "Jane Schaferesque" structure of a by their junior year and know how to "break" the style during their senior year. Students should be able to choose the strongest pieces of evidence to support their argument and be able to explain their reasoning clearly.

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produce writing that is organized, clear, well supported, sentence variety

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produce writing that is organized, clear, well supported, sentence variety

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Students should know point ad purpose behind different writing approaches, should know distinctions of conventions, and should know standard grammatical usages.

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I do, we do, you do types of modeling and scaffolding...but not so much that they are never released to do it themselves

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I do, we do, you do types of modeling and scaffolding...but not so much that they are never released to do it themselves

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Provide an essay frame that shows the expected structure and gradually release the scaffolding as they get more proficient.

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Provide an essay frame that shows the expected structure and gradually release the scaffolding as they get more proficient.

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write on demand (timed writes)

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Be able to make a claim & support that claim with facts from the text not just offer empty opinions. Opinions without facts to support them are no where

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Be able to make a claim & support that claim with facts from the text not just offer empty opinions. Opinions without facts to support them are no where

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Types of writing, how to cite, and formatting.

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Students should be able to be able to differentiate between writing types, understanding conventions and then being skilled enough to adjust style and approach.

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Students should be able to be able to differentiate between writing types, understanding conventions and then being skilled enough to adjust style and approach.

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Work on the writing process as a whole (outlines, first drafts, peer/self edits).

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Teach how to integrate quotes into an essay including how to cite

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Teach how to integrate quotes into an essay including how to cite

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MVHS writers should know how to express themselves through properly formatted sentences (punctuation), paragraphs and writing assignments.

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Practice, practice, practice

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Use correct punctuation, grammar, and spelling...I know this is asking a lot, but these kids are killing me!

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Start with common organization threads from English 1, and slowly pull back scaffolding as the students progress through the years.

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expository, narrative, argumentative, rhetorical

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MVHS writers should be able to coherently formulate and express their ideas.

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MVHS writers should be able to coherently formulate and express their ideas.

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How to properly cite their sources or know where to look in order to do so.  (MLA/A

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How to properly cite their sources or know where to look in order to do so.  (MLA/A

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Ss should be able to structure/organize writing into paragraphs.

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Ss should be able to structure/organize writing into paragraphs.

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They should be able to break down essay prompts.

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Introduce quotes/evidence cohesively

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Students should know the different types of writing and what each types requires.

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Students should know the different types of writing and what each types requires.

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1. The different types of essays; how they are the same and how they are different...
2. The function of the different parts of an essay: introduction, thesis statement, topic sentence, evidence, commentary, transitions, and conclusions.
3. That there is more to writing than just essays...

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Find evidence from a text/source to support their argument

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Find evidence from a text/source to support their argument

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State their argument clearly and provide evidence that supports their argument.

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Structure

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MVHS writers should know the different types of essays.