Responding to Students’ Writing in WI Courses Through the Writing Process Process The Hierarchy of Writing Concerns Drafting Writing Conferences Revising Editing

Pamela R. Fletcher SCU Director of Writing WIP BROWN BAG SERIES, #2

The Hierarchy of Writing Concerns: Top 3 # 1. Does the writer have a clear point, i.e., an arguable thesis statement? 2. Are there clear topic sentences that organize the writer’s thoughts? 3. Are the writer’s thoughts well illustrated with sufficient detail and apt support, examples, or evidence?

If there is no discernible thesis statement, no clear topic sentences relating to the thesis statement, and no examples or evidence to support the thesis statement, then aspects, such as grammar, punctuation, spelling, documentation style, and format are low-level writing concerns. These items should be addressed last, in the editing phase of writing.

Three Purposes for Responding to Students’ Writing Building Writing Confidence and Skills Offering Strategies for Revision Answering Questions

a. Example - Your thesis statement works well. It addresses the assignment clearly and effectively. 1. Acknowledge Strengths to increase confidence: b. Example - Your introduction is effective, offering opposing views to your audience and includes a strong stance that brings focus to your essay. Building Confidence and Skills through the Drafting Stages, 1

Building Confidence and Skills through the Drafting Stages, 2 2. Suggest Strategies for Revision: Lack of Overall Clarity in Introduction, First Page a. Example - You write the same information in these three sentences. Focus your audience’s attention by omitting the first two. b. Example - Your thesis statement isn’t articulated clearly. Focus your audience’s attention by stating and supporting one overall point.

Building Confidence and Skills through the Drafting Stages, 3 3. Approach students’ work as their reader rather than as their grader. a. Avoid offering comments that confine students’ understanding of their audience: Next Time, Show me specific details in your discussion that support your thesis statement. b. Offer comments that broaden students’ understanding of their audience: Next time, include specific details in your discussion so your audience will find your thesis statement persuasive.

Strategy: Establishing Audience WwrWriting Classmates and Instructor General Audience Professionals in the Field Conference Attendees Other_______________

Strategy: Establishing Purpose To inform To persuade To report/summarize findings To convey urgency To clarify complexity or confusion To argue with other writers To agree or connect with other writers To amuse or entertain Other

Maximizing Writing Conferences, 1 In the context of your course, schedule enough time for drafting, review, revision, and editing. Hold individual writing conferences during regular class time. Discuss with each student two to three major errors that she can improve over the semester, e.g., writing clear thesis statements, organizing thoughts, or correcting verbose, passive sentence structure.

Maximizing Writing Conferences, 2 Ask each student to identify two to three errors that she’d like to improve and agree to assess her in these areas. Set aside time in at least one class session to assign and discuss relevant sections of The Bedford Handbook, e.g., Part I-The Writing Process, Part II- Academic Writing, and Part IX-Researched Writing. During the conference, refer students to the brief menu inside the cover of The Bedford Handbook for skill building and revision in certain areas, e.g., 1c, “Drafting a working thesis.”

References Hacker, D., & Sommers, N. (2010). The bedford handbook, eighth edition. Boston, MA: Bedford/St. Martin. Van Horn, M. C. (2012, 2010). Teaching with Hacker handbooks: Topics, strategies, and lesson plans. Boston, MA: Bedford/St. Martin. Walvoord, B. E. F. (1982). Helping students write well: A guide for teachers in all disciplines. New York, NY: Modern Language Association of America.