WRITING STRATEGIES C.O.P.S.

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Presentation transcript:

WRITING STRATEGIES C.O.P.S. Ashley Clifton, Lauren Florio, Megan Geiss, Amy Gielow, Angela Kreher, Gina Tenuta

C.O.P.S Writing Strategy Grade Levels: 2-12 Subject Area: English/ Language Arts Writing Handwriting Listening Written Expression Spelling Research

Outline of C.O.P.S Strategy C: Capitalization Are the capitals in correct places? Are proper nouns, titles, and the beginnings of sentences all capitalized?

Outline of C.O.P.S. Cont. O: Organization Spaces between words & double spacing between lines? Is neat printing/ writing/ typing utilized? Are paragraphs indented? Do paragraphs follow the model? Are complete sentences used?

Outline of C.O.P.S. Cont. P: Punctuation Is the punctuation correct? Are there proper end marks, commas, semi-colons, colons, quotation marks, and hyphens used as required?

Outline of C.O.P.S Cont. S: Spelling Are all words spelled correctly? Is student utilizing tools such as lists, word walls, dictionaries, or spell check technology?

Ways to Use The C.O.P.S Strategy Students can use C.O.P.S to self correct as they write using the C.O.P.S strategy as a checklist Students can use C.O.P.S as a final editing checklist of a written piece of work before the final draft is written

Why it Works Strategy can be taught to an entire classroom, or to an individual Students can be given the C.O.P.S strategy in handout form or written on the chalkboard for reference C.O.P.S can be used two ways, first as a self correct strategy during the writing process, and secondly as a final editing checklist

References (2003). Ian Forsyth School Presents: Steps in the Research Process. Retrieved August 23, 2007, from The COPS Strategy / Table Web site: http://hrsbstaff.ednet.ns.ca/ducann/grassroots%20cops%20strategy.htm Arthur, B. & Zell, N. (1990). WRITE UP: A strategy for teaching creative writing skills to emotionally disturbed students. Preventing School Failure, 34(4), 26-31. Polloway, Edward A., & Shannon, Ted R. (1993). Promoting error monitoring in middle school students with LD. Intervention in school and clinic, 45(3), 160-164. www.ldonline.org/article/6215