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Ensuring students receive the feedback DURING the writing cycle to support thinking and learning outcomes

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After reading an article or as a review students write the main idea on a piece of paper, crumple and toss into a basket around the room. STudents collect paper and share some ideas.
Collate these ideas as a class into a doc that class can access on Google Classroom (or wherever) which students can access later.

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make sure to stress the purpose of the text

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make sure to stress the purpose of the text

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Creating a focus...then refocusing consistently with each edit (fine tuning)

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Open ended questions allowing students to truly THINK about their writing.
I.e. Civics: "Can one person make a difference?" Taken from Adolescent Literacy
English- rather than asking explicit questions about the text, consider why the characters do certain things (taking away the idea of the 'wrong' answer as long as it is supported)

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Provide students with a question (e.g. what landform region would you want to live in?) and have the 7 landform regions posted around the class. Students travel to the landform region they would want to visit and discuss and come up with ideas prior to completing the writing task. They also have the option to move based on ideas that are being formulated. Applieds - I make them move a lot!

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Provide students with a question (e.g. what landform region would you want to live in?) and have the 7 landform regions posted around the class. Students travel to the landform region they would want to visit and discuss and come up with ideas prior to completing the writing task. They also have the option to move based on ideas that are being formulated. Applieds - I make them move a lot!

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planning necessary component grouping like idea

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planning necessary component grouping like idea

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use colours to group the like ideas
teach organization of ideas in the most powerful order to persuade the reader/audience

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Grammar/Language bell work
Encourage students to "look for" common language errors in peer editing
Embed one or more multiple choice questions that have to do with organizing ideas or structuring content or using language conventions on a class assessment.

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Use pre-writing strategies for generating ideas.

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Use pre-writing strategies for generating ideas.

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Partner or small group brainstorming sessions to "get the ball rolling."
Model a variety of organizers or methods for
Demonstrate tools for visual thinking to support visual learners
Provide different types of templates for students to brainstorm - one template might work for one brain where another template works better for another. Always come back to importance of brainstorming before writing
Encourage the fact that writing is “messy”
Use the "bad idea generator" to get students thinking creatively in a low-risk environment.
Use of shared docs in Google so that students can contribute ideas to a class document.

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Support ideas with specific and relevant details.

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Support ideas with specific and relevant details.

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Having students choose specific details from a reading to support their idea (ie: must include 2 details directly from an article)
Teach Point, Proof, and Explanation as a way to help students build skills in using specific evidence or proof from the text.
Use colour to highlight responses to have students check for details eg. highlight details from text and in their response to "prove" they used specific detail from text (this is an area of need for grade 9s)
When they submit their work, have them highlight the specific details from the text they have included

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Use appropriate strategies to organize ideas and information into writing. 

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Use appropriate strategies to organize ideas and information into writing. 

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Encourage the use of templates and rough work to get them into the habit of planning their thoughts prior to writing
Build rough work and drafts into the assessment so that students know that they must complete this work in order for the assignment to be assessed.

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Express a thoughtful progression of ideas.

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Express a thoughtful progression of ideas.

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Multi-step problems
Chunk one step to the next

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Use appropriate strategies to edit written work

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Use appropriate strategies to edit written work

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Embedding editing into the assignment by giving class time to do so.
Peer Editing Charts
Self Editing Charts
Success Criteria (checklists available for each assigned task)