revision assistant essays

Discuss highlighted information (and lack thereof) as it correlates to the scores received. Collect the essays and ask students to individually generate a list of the most vivid words they remember from the essay. In an argument exemplar, use three highlighters to identify A) the claim, B) the evidence to support the claim, and C) the counterclaim. Is my counterclaim stronger than my claim? They can then join together with another pair to compare and discuss the poor word choices, their improvements, and the rationale for the changes made. Discuss the purpose of a conclusion and its relationship to other parts of an essay. Have students identify any missing content as compared to the required content. Choose a high-scoring exemplar and remove the breaks/spaces between paragraphs so that it appears as one continuous text. Support your position with convincing arguments from your own experience, observations, and/or reading. Read the prompt and any sources carefully! How does breaking the text into paragraphs help the reader? Use two highlighters to identify A) evidence and B) explanation of evidence within a high-performing exemplar. Give students an essay prompt. Have students compare their work to a high performing exemplar. Ask teachers to score independently, then discuss their scores and rationales for scoring decisions. After one Signal Check on a Signal Check assignment (. Use feedback in … Students, this feature is just for you, so only you can see what you've highlighted, not your teacher. Below you'll find a series of example essays (called "Exemplars") created by the Revision Assistant Curriculum Team for some of the most popular prompts in the system. Walk through the essay and explain that, “this is what a 4 looks like.”. Do you believe that certain materials, such as books, music, movies, magazines, etc., should be removed from the shelves if they are found offensive? As a class, score an exemplar and connect it to the rubric. Have them answer basic questions about the prompt, such as: Then have students write a step-by-step list of what would need to be included in this specific prompt. Have students write statements about the comparison. Work together to identify specific elements that would need to be changed in order to improve the score (within a trait or across traits). Give students 2-3 minutes to read the exemplar. Select the top feedback to see how you did on certain skills overall. Now, have them replicate the process with their own portfolio of writing over time. Repeat the process with a student’s own writing and compare. Revision Assistant illuminates the writing process. Spot Checks only let you see your most recent work. Print a high scoring exemplar text for all students. Now, present students with an exemplar essay and have students highlight the content that matches their lists of required content. Revision Assistant offers students: A template to help them create an outline. Check the content of your essay first. Present students with a high-scoring exemplar essay. Write an argumentative essay to a newspaper reflecting your views on censorship in libraries. Do I have sufficient evidence? Compare and discuss selections. Ask students to consider why these words stuck out for them. Have them compare the exemplar to their own work and answer the following questions: Am I writing at this level? Once students finish, brainstorm a list from the whole class. Present students with a low-scoring exemplar, one with particularly bland or poor word choices. Clarify criteria from the rubric (What is the difference between a “clear” and “significant” claim? Drag your cursor over the section you want to highlight in the prompt or sources. If there are multiple sources, you can find each one by clicking the arrow above and to the right of each source title. Then, present teachers with lower-scoring exemplars and repeat the process. the claim or thesis for Argumentative, Informative, or Analysis essays, elements of the exposition in a Narrative essay, evidence that matches the central idea/claim/thesis, analysis/explanation of evidence and its relation to claim/thesis, organization (text structure, paragraphs for introduction, support, and conclusion), transitions between and among paragraphs and ideas, word choice (academic/advanced vocabulary, formal tone, vivid imagery, etc. Signal Checks provide feedback whenever you need it and help you understand how to improve your work before you turn it in. Have students add to paragraphs and ideas that need to be developed further. Discuss as a class. After you've written a paragraph on a Signal Check assignment (. You can use Signal Check feedback and any Proofread Mode findings to edit your work. Now repeat the same process with the student’s own essay. Now, have them replicate the process with their own drafts. Print a high scoring exemplar text for all students. These example essays can help teachers understand how Revision Assistant assesses student work by showing what Emerging (1), Developing (2), Proficient (3), and Advanced (4) essays look like. Add a title to your essay in the special "title" section above the main writing area. Use high-scoring exemplars for a writing assignment as a communication tool for parents. Give students an exemplar with exceptional word choices. Extension: Create your own list of vivid words from the essay prior to distributing to your students. Compare the class’s list to yours. As a class discuss why it is important to be able to “see” the pieces of the prompt in the essay. Below you'll find a series of example essays (called "Exemplars") created by the Revision Assistant Curriculum Team for some of the most popular prompts in the system. Have students exchange their revised work with another group. Have students identify the words and phrases that demonstrate the author’s bias and revise those sentences to present the information objectively. Revision Assistant’s source-based prompts include Lexile measures. Consider doing this activity with several prompts and exemplars over the course of multiple days. In a quad, come to a consensus about the improved word choices and submit to the teacher for rescoring. Have them work together in groups to identify changes over time and where they see improvements. In groups, have students try to backwards map from the essay to the prompt that would generate the essay. Once they have a draft, give them the original prompt. Some prompts will have sources (e.g., such as articles, poems, pictures, or videos) shown below them that you'll have to analyze in order to write your essay. Writing Your Essay. Have students revise to summarize or paraphrase where appropriate. It's that simple! Discuss the different effects that strong word choices can have on readers and on the effectiveness of an essay overall. Have students complete a plot diagram from the exemplar and look for missing pieces. When you release the cursor, a menu will pop-up again. Have students score their own work against the rubric and compare it to the exemplar given (within a trait or across traits). Select the icons along the side to see specific examples of your strengths and struggle areas. Have students write the conclusion, based on the parts of the essay they have. Print exemplars and ask students to highlight key components or rubric criteria in different colors. Students should revise their lists, as needed. Then have students rank the claims from strongest to weakest and write rationales for their ranking. You may change the title at any time. Switch on the toggle below your essay to enter Proofread Mode. Writing your essays in Revision Assistant is easy. Discuss with non-ELA colleagues: What elements cross into the types of writing you want students to produce in your class? Use a collection of exemplars with a variety of scores for interdisciplinary conversations. Where am I and where not? Tell them to focus on the writer’s use of interesting or vivid word choices and not the topic or the overall writing. Now, give students an exemplar without its conclusion. Choose a mid-scoring exemplar of a narrative prompt. Open the assignment you'd like to work on. How can you use exemplars in your classes? Choose one focus area of which students will find and highlight examples: Review the rubric criteria for the corresponding category and discuss why the element identified is a strong model. Using a collection of exemplars from multiple prompts, have students perform a scavenger hunt to find and highlight the claim in each essay. Keep reading to learn about prewriting, highlighting, writing, grammar checking, and getting feedback on your work. You can also download your essay from your Writing Space and upload it into Feedback Studio if your class uses it. Deconstruct a high scoring exemplar, in particular, one strong in organization. Share the highest scoring exemplar and identify the key components. Pssst! Compare this exemplar to a lower scoring exemplar and pinpoint which key elements are missing. When people think of revision, they often think of correcting … Exemplar Essays. Have students identify key places where language could be improved with domain-specific, academic, or precise vocabulary. Have students revise individually or in groups to improve the lower scoring exemplar. Practice essay score calibration with a PLC. What language constitutes a 3 vs. a 4?). Identification of strengths and weakness in their writing. Whether you're preparing your students to write to a Revision Assistant prompt, or teaching them how to spot the key features of a strong essay, the activities below paired with our Exemplar Essays are a fun, hands-on way to enhance your writing analysis lessons. When is evidence “sufficient”? Whether you're preparing your students to write to a Revision Assistant prompt, or teaching them how to spot the key features of a strong essay, the activities below paired with our Exemplar Essays are a fun, hands-on way to enhance your writing analysis lessons. When you release the cursor, a menu will pop-up. Again, have students create transitions to show relationships between and among ideas. Start typing your essay the way you normally would with any other writing software. Have students attempt to complete the sentences with appropriate transitions to reconstruct the essay. You can exit this mode at any time. You can use the buttons below the Writing Space to format, manually save, and download your work. Have groups “score” the revised work with the rubric and make suggestions. Give students a collection of exemplars that reflect final drafts over time on different prompts.

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