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What is Drafting?
• Drafting is the second phase of the writing
process, after prewriting and before
reviewing.
• It is the time when students translate their
plans and ideas into more coherent text.
Key Elements of Drafting
• Students expand upon, clarify, and modify
their plans and ideas.
• Students organize their content into a
meaningful sequence.
• Students use an iterative process—
drafting and redrafting text—over time.
How Does Drafting Help Students?
• Helps students turn their initial ideas into
longer, more skillful pieces of writing.
• Gives them a chance to modify their
prewriting decisions.
Discussion Questions 1
1. What are the biggest challenges your
struggling writers face in moving from
prewriting to drafting?
2. How do you guide struggling writers through
the drafting and redrafting process?
3. What modifications do you want your
students to be making to their drafts (e.g.,
more details, better word choices, improved
sequence of ideas)?
How Can I Support Students
Before, During, and After Drafting?
Use of Evidence-Based Writing
Process Practices
• Provide students with direct instruction
• Help students write for a variety of
purposes
• Engage students in ongoing assessment
Differentiated Instruction
• Plan instruction that considers students'
readiness, learning needs, and interests.
• Use a range of technology tools to:
– engage learners at varying levels
– engage learners in multiple ways.
– offer students options for demonstrating
understanding and mastery
Teacher-Dependent
Ways to Differentiate
• By Content
– Different levels of reading or resource materials, reading
buddies, small group instruction, curriculum compacting, multi-
level computer programs and Web Quests, audio materials, etc.
• By Product
– Activity choice boards, tiered activities, multi-level learning
center tasks, similar readiness groups, choice in group work,
varied journal prompts, mixed readiness groups with targeted
roles for students, etc.
• By Process
– Tiered products, students choose mode of presentation to
demonstrate learning, independent study, varied rubrics,
mentorships, interest-based investigations
Student-Dependent
Ways to Differentiate
• By Readiness
– Options in content, topic, or theme, options in the
tools needed for production, options in methods for
engagement
• By Profile
– Consideration of gender, culture, learning styles,
strengths, and weaknesses
• By Interests
– Identification of background knowledge/gaps in
learning, vary amount of direct instruction, and
practice, pace of instruction, complexity of activities,
and exploration of a topic
Discussion Questions 2
1. What roles do genre and student
motivation play in engaging students in
the drafting process?
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