Standard: 6-8.WHST.10 – Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade level: Grade 6-8
Subject: English Language Arts
Domain: Writing: History, Science & Technical Subjects
Teacher Overview
This standard emphasizes the importance of writing regularly over both long and short time frames for various discipline-specific tasks. It encourages students to engage in the writing process, including planning, drafting, revising, and editing, to produce high-quality work that meets the needs of different audiences and purposes. Mastery of this standard is crucial as it prepares students for the complex writing demands they will encounter in higher education and various professional fields. Before tackling this standard, students should be able to construct clear and coherent sentences and paragraphs. They should have experience with writing for different purposes and audiences and be familiar with the basic stages of the writing process: planning, drafting, revising, and editing.
Mastering this standard will enable students to handle more complex writing projects in the future. They will develop skills in managing their writing time effectively, planning and revising their work, and tailoring their writing to different audiences and purposes. These skills are essential for success in higher education and various career paths.
Common Misconception 1
A common misconception is that writing for extended periods means writing continuously without breaks. This is incorrect because effective writing often involves taking breaks to reflect on and revise the work. Continuous writing without breaks can lead to burnout and lower-quality work.
Intervention 1
To address this misconception, teach students about the importance of breaks in the writing process. Introduce time management techniques, such as the Pomodoro Technique, which involves writing for a set period, taking a short break, and then continuing. Encourage students to use these breaks to reflect on their work and plan revisions.
Common Misconception 2
Another misconception is that shorter writing tasks do not require planning and revision. This is incorrect because even short pieces of writing can benefit from a structured approach. Planning and revising can significantly improve the clarity, coherence, and overall quality of the writing.
Intervention 2
To counter this misconception, provide students with strategies for quickly outlining their ideas before starting a short writing task. Show them how even a brief revision session can enhance their writing. Use examples to demonstrate the difference between unplanned, unrevised writing and writing that has undergone planning and revision.
Prerequisite Knowledge
Students should have a basic understanding of sentence structure, paragraph organization, and the ability to write for different purposes (e.g., narrative, informative, argumentative). They should also be familiar with the process of drafting, revising, and editing their work.
Subsequent Knowledge
After mastering this standard, students will be able to tackle more complex writing assignments, such as extended research projects, comprehensive technical reports, and detailed historical analyses. They will also develop the ability to adapt their writing style to suit different audiences and purposes more effectively.
Instructional Activities
- Conduct a mini-research project where students write a report over several weeks, including time for research, drafting, revising, and editing.
- Have students write a short technical manual for a simple device or process, emphasizing the importance of clarity and precision.
- Organize a science lab report writing session where students document their experiments and findings in a structured format.
- Assign a historical figure essay where students write about a significant person in history, including a timeline for research, drafting, and revision.
- Facilitate peer review sessions where students exchange their work and provide feedback to each other, focusing on specific aspects of writing such as clarity, organization, and adherence to the task.
