A Writing Forms Guide for Teachers · PDF file... a model or template, ... Formal Lab Report ... from rough copy-final draft demonstrates some revision

A Writing Forms Guide for Teachers

St. Patrick’s High School, 2016

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This document is meant to be a guide to help you as you teach students to write in different forms. It only addresses those that are cross-curricular; individual departments will have assignments that they use that are not included in this document.

Each of the forms included was agreed to by the various departments in the school and is meant to provide a default model. There may well be times when you want to change a format to fit a particular assignment, but the ones in this book should work most of the time.

Each section includes a description of the form, a model or template, tips on teaching and writing in this style, and notes on evaluation. The ‘pencil’ graphic pictured on the right is used throughout to indicate areas where students are likely to struggle. These guides are meant to help you teach the specifics of the assignments to your students.

Hopefully, by providing a common basis for the assignments we give, this guide will save you some time and stress when preparing your writing assignments.

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The Writing Team: Kelly Bindon, Tom Conklin, Cathy Healy, Julie Theberge, Julie Slinger, Greg Minifie, Sheri Valiquette, Dave Testa, Stephanie McConnell, Laurie Kealey-Coyle, Carm Sferrazza, Mirella Frost, Lori Barnes

Preface

Writing Forms

Persuasive Essay ……………………………………………………….…… 4

Comparative Essay ..………………………………………………………… 8

Research Essay ……………………………………………………………… 11

Formal Research Report ………………..…………………………………… 15

Formal Lab Report …………………..…………………….………………… 18

Formal Business Letter ……………………………………………………… 22

Reflective Journal Entries …………………………………………………… 24

References (General) ………………………………………………………… 26

Presentation Forms

Formal Debate ………………………………………………………………… 29

Informal Debate ……………………………………………………………….. 33

Information Presentation (with Slides) ……………………………………… 35

Poster or Infographic …………………………………………………………. 38

Literacy Test Forms

News Report ........…………………………………………………………….. 42

A Series of Paragraphs …………….………………………………………… 44

Short Answer: Responding to a Reading …………………………………… 46

Short Answer: Expressing an Opinion ………………………………………. 47

Summary Writing ………………………………………………………………. 48

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Table of Contents

WRITING FORMS

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The persuasive essay (or opinion essay, or argumentative essay) is one of the basic writing forms used across subject areas. If you want your students to take and defend a position over a series of paragraphs, you probably want them to complete a persuasive essay.

What Does it Look Like?

Introduction - Attract your reader’s attention with an interesting sentence. This should not be your thesis. To do this, identify the key word from your thesis, and write a sentence about it. Explain the idea you introduced in the previous sentence. State your thesis (what you are going to prove). List the proofs you are going to use to prove your main argument, in the order you intend to discuss them.

Body Paragraphs - Follow this order for each of the supporting points identified above. Write one clear sentence [Topic Sentence] that introduces the point to be discussed in this paragraph. Introduce and explain your first piece of evidence (fact, example, statistic, etc.). Make sure you have connected the evidence to the point you are trying to prove.Transition between examples. Introduce and explain your second piece of evidence (fact, example, statistic, etc.). Make sure you have connected the evidence to the point you are trying to prove. Write one clear sentence [Concluding Sentence] that links the idea in the topic sentence to your thesis.

Conclusion - Restate your thesis, but in different words. Write one clear sentence about each of your supporting arguments. Make a connection between the subject of this paper and the real world. (Explain what can be learned by reading it, without using those words.)

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The Persuasive Essay

Where are Students Likely to Struggle?

Thesis - Students have a hard time defining a significant argument to pursue. If you posed a specific question to answer, their thesis is basically their answer to it, expressed as an original idea. If you did not pose a specific question, then the thesis will be the idea or position the student is trying to defend.

Proofs - Students get confused between proofs and evidence. Simply put, the proofs should be categories and the evidence should be specific examples of those categories.

Focus - Students have trouble staying focused on the argument, as they usually want to tell you everything they know about the topic. Making an outline before writing should help prevent this.

Organization - Students struggle with deciding how many paragraphs to use. They often get locked into thinking their essays need to be exactly five paragraphs in length, when the actual topic calls for more (or fewer) paragraphs. Changing our language may help: try to avoid using the title “Five Paragraph Essay” for this assignment. Adopt, instead, a more neutral “Persuasive Essay.”

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Checklist

Introduction -contains an opening statement (about the topic, not the thesis) -contains a clear thesis (main argument or opinion) -lists proofs in the order they will be discussed

Body Paragraphs -start with a Topic Sentence that outlines what part of the argument the paragraph will explore -contain specific examples and explanations -end with a Concluding Sentence that connects the argument in the paragraph with the thesis

Conclusion -starts with a restatement of the thesis -recaps proofs in different words -connects argument back to the real world

References -all outside sources are properly referenced

Sample Essay Outline

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Thesis (Main Argument or Opinion)

Proof 1: Proof 2: Proof 3:

Evidence 1:

Evidence 2:

Evidence 3:

________________

Evidence 1:

Evidence 2:

Evidence 3:

________________

Evidence 1:

Evidence 2:

Evidence 3:

________________

How Should It Be Evaluated?

The following sample rubric is based on the expectations of the English curriculum. Adapt the language to suit the curriculum expectations of your subject area.

for editable rubric, see https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/persuasive-essay

Criteria Level One Level Two Level Three Level Four

Developing and Organizing Content Generate, gather, and organize ideas and information to write for an intended purpose and audience

-thesis represents limited insight into topic, does not adequately unify paper; limited evidence presented to demonstrate thesis (some may be inaccurate)

-thesis represents some insight into topic, partially unifies paper; some accurate evidence presented to demonstrate thesis

-thesis represents considerable insight into topic, unifies paper; sufficient, accurate and precise evidence presented to demonstrate thesis

-thesis represents significant insight into topic, fully unifies paper; significant, accurate and precise evidence presented to convincingly demonstrate thesis

Using Knowledge of Form and Style Write for different purposes and audiences

-several errors in paragraph structure; several required sentences missing

-most paragraphs follow proper format (one or two required sentences missing)

-all paragraphs follow proper format (TS, CS on BPs; thesis and blueprint in introduction)

-all paragraphs follow proper format; introduction and conclusion enhance paper

Using Knowledge of Form and Style Revise drafts to improve the content, organization, clarity, and style

-final draft demonstrates limited revision from rough copy

-final draft demonstrates some revision from rough copy

-final draft demonstrates significant revision from rough copy

-final draft demonstrates extensive revision from rough copy

Applying Knowledge of Conventions Use grammar conventions to clearly communicate intended meaning

-frequent mechanical errors; several interfere with understanding; over-reliance on very simple vocabulary and structures

-several mechanical errors; few interfere with understanding; mostly simple vocabulary and structures employed

-few major mechanical errors; none interfere with understanding; grade-appropriate vocabulary and varied structures employed

-very few mechanical errors; none interfere with understanding; mature vocabulary and complex structures employed

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https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/persuasive-essay

The comparative essay requires students to identify similarities and differences between two items, stories or concepts. If you want your students to clearly distinguish between two things, and possibly arrive at a recommendation of one over the other, you may wish to have them write a comparative essay.

What Does It Look Like?

Introduction - Your first few sentences should introduce the context of your comparison and purpose for writing the essay. Then, clearly identify both subjects and how you intend to compare and contrast them. List specific proofs in the order you intend to address them.

Body Paragraphs - In each body paragraph, outline the supporting evidence from one source. Alternate sources - Introduce your first similarity or difference and explore it in Source A, then explore the same point in Source B. In the next pair of paragraphs, introduce your second similarity or difference and explore it in each source, one at a time, and so on. Try to draw conclusions between the two sources as you go.

*An alternative arrangement is to discuss all of the elements for Source A, then all of the elements for Source B. Both organizations are acceptable, but the former typically leads to greater comparisons between the sources, while the latter provides more of a parallel exploration instead of a direct comparison.

Conclusion - Give a brief review of the points covered. State the goal of your essay and answer the question posed. If your purpose was to recommend one subject over the other, do so clearly here. Connect your argument back to the wider world.

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The Comparative Essay

Where Are Students Likely To Struggle?

Thesis - Students always struggle coming up with a main argument, and this is especially difficult when it needs to draw comparisons between two sources. Have them start by making a list of similarities and differences and drawing a conclusion as to which “side” is more convincing.

Evidence - Students have difficulty distinguishing between categories of support (proofs) and supporting details. They will also struggle to balance the support between both sources and find points that are comparative, rather than merely parallel. A good outline should help somewhat in this area.

Organization - The biggest problem for students with the organization of this essay is the number of paragraphs: it can be difficult to get students to accept that they aren’t going to write five paragraphs. Changing the vocabulary you use (not using the term “Five Paragraph Essay”) may help. They may also struggle to balance and transition between the two subjects they are comparing. Follow the outline to alternate between both subjects.

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Checklist

Introduction -contains an opening statement (about the topic, not the thesis) -names both sources to be discussed -contains a clear thesis (main argument or opinion) -lists proofs in the order they will be discussed

Body Paragraphs -start with a Topic Sentence that outlines which part of the argument the paragraph will explore -contain specific examples and explanations -end with a Concluding Sentence that connects the argument in the paragraph with the thesis

Conclusion -starts with a restatement of the thesis -recaps proofs in different words -answers question, if posed in introduction -connects argument back to the real world, makes further comparisons

References -all outside sources are properly referenced

Sample Essay Outline

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Evidence from Source A: ____________________________________________________________________________________________________________



Evidence from Source B: ___________________________________________________________________________________________________________



Similarity or Difference 1:_________________________________________

Similarity or Difference 2: _________________________________________

Similarity or Difference 3: _________________________________________

Thesis: _______________________________________________________________________


The following sample rubric is based on the expectations of the French as a Second Language curriculum. Adapt the language to suit the curriculum expectations of your subject area.

for editable rubric, see https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/comparative-essay

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Content Generate, develop, and organize ideas for writing using a variety of strategies and resources

-thesis represents limited insight into sources, does not adequately unify paper; limited (or unbalanced) evidence presented from both sources to demonstrate thesis (some may be inaccurate)

-thesis represents some insight into both sources, partially unifies paper; some accurate evidence presented from both sources to demonstrate thesis

-thesis represents considerable insight into both sources, unifies paper; balanced, accurate and precise evidence presented from both sources to demonstrate thesis

-thesis represents significant insight into both sources, fully unifies paper; balanced, accurate and precise evidence presented from both sources to convincingly demonstrate thesis

Form Write in a variety of forms to convey information, ideas and opinions

-several errors in paragraph structure (several required sentences missing)-transitions between sources frequently unclear

-most paragraphs follow proper format (one or two required sentences missing)-transitions between sources occasionally unclear

-all paragraphs follow proper format (TS, CS on BPs; thesis and blueprint in introduction)-obvious transitions between sources

-all paragraphs follow proper format; introduction and conclusion enhance paper -smooth and effective transitions between sources

Drafting and Revising Plan and produce drafts using a variety of strategies

-final draft demonstrates limited revision from rough copy

-final draft demonstrates some revision from rough copy

-final draft demonstrates significant revision from rough copy

-final draft demonstrates extensive revision from rough copy

Applying Language StructuresCommunicate meaning clearly, using parts of speech, correct spelling, word order, and punctuation

-frequent mechanical errors; several interfere with understanding; over-reliance on very simple vocabulary and structures

-several mechanical errors; few interfere with understanding; mostly simple vocabulary and structures employed

-very few mechanical errors; none interfere with understanding; grade-appropriate vocabulary and varied structures employed

-very few mechanical errors; none interfere with understanding; mature vocabulary and complex structures employed

https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/comparative-essay

The research essay requires students to defend a thesis (position) using research materials. They will need to choose evidence that supports their position and properly reference and cite their research sources. If you want your students to build a strong, well-supported argument, you may want them to complete a research essay.


Title Page - includes title, student’s name, school, course, and date

Introduction - Each page of the essay has a running title. The introduction starts with a general statement, includes a thesis (main argument to be proven) and lists main proofs (categories of evidence).

Body - Each page of the essay has a running title. Each separate proof is a unique paragraph (or more than one). Each paragraph includes argument, supporting evidence and references to sources of that evidence.

In-text Citations - Citations are given, following proper format.

Conclusion - states main argument (thesis) and recaps key arguments supporting the position (proofs).

References - Each page of the essay has a running title. The reference page follows proper format, with entries in alphabetical order.

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The Research Essay


Thesis and Argument - Students struggle forming an opinion based on their research. Often, this is just a lack of preparation, poor confidence or an unwillingness to take a stand. Having them complete more research, and then discuss their findings, should help them to define a main argument. “Simple and straightforward” are good criteria for a thesis.

Evidence - Students often struggle deciding what information to include, as they want to show you everything they have learned. They need guidance to properly select information and discriminate between what information is relevant and what is not. Completing a good outline should help them in this area.

Paraphrasing - Students struggle knowing when to use a direct quotation and when to paraphrase information. This takes a little practice, but having them consider whether any impact is lost by using their own words (or gained by using another author’s) should help them decide. Remind them that paraphrased information still needs to be referenced!

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Checklist

Introduction -contains an opening statement (about the topic, not the thesis) -contains a clear thesis (main argument or opinion) -lists proofs in the order they will be discussed

Body Paragraphs -start with a Topic Sentence that outlines what part of the argument the paragraph will explore -contain specific examples and explanations -end with a Concluding Sentence that connects the argument in the paragraph with the thesis

Format -Title Page contains all necessary information -Running Title appears on all pages -in-text citations and complete references included


The following sample rubric is based on the expectations of the Canada and World Studies (Contemporary Studies department) curriculum. Adapt the language to suit the curriculum expectations of your subject area.

for editable rubric, see https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/research-essay

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Content Select and organize relevant evidence and information from a variety of primary and secondary sources

-few sources were used to research the topic; not enough information was evident in the final product

-some research sources were used to research the topic; a more in depth look at the topic was required in the final product

-several sources were used; the topic was well researched resulting in good application of the data in the final product

-a wide-variety of material used; research demonstrates an in depth study; and excellent application of resources was apparent in the final product

Argument Evaluate and synthesize, draw conclusions and/or informed judgements or predictions

-fails to identify conclusions, implications and consequences of the issue

-identifies conclusions, implications and consequences of the issue with some effectiveness

-identifies conclusions, implications and consequences of the issue with considerable effectiveness

-identifies conclusions, implications and consequences of the issue with a high degree of effectiveness

Format Communicate ideas, arguments, and conclusions using given format and style

-disorganized, difficult to follow and has many structural errors; does not draw the reader’s interest

-shows some organizational skill, but contains a number of structural errors; doesn’t draw the reader’s interest

-good organization with a few structural errors, grade level vocabulary; is interesting

-well organized, utilizes effective vocabulary, contains minimal errors and is effective

Evidence Assess the credibility of sources and information; evaluate and synthesize their findings to draw conclusions and/or informed judgements or predictions

-merely repeats information provided, taking it as truth or denies evidence without adequate justification

-examines the evidence and sources of evidence, questions its accuracy, precision, relevance and completeness with some effectiveness

-examines the evidence and sources of evidence, questions its accuracy, precision, relevance and completeness with considerable effectiveness

-examines the evidence and sources of evidence, questions its accuracy, precision, relevance and completeness with a high degree of effectiveness

https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/research-essay

The formal report requires students to fully explore aspects of a topic without taking a personal stance or developing a thesis. They will need to properly reference and cite their research materials. If you want your students to explore all aspects of a given topic, you may want them to complete a formal report.


Title Page - A separate Title Page should be included. No pictures should be on this page; only include the relevant submission data.

Table of Contents - All sections should be listed in the Table of Contents, with the number of the page on which they start. Pages in the paper will need to be numbered to correspond.

Statement of Purpose - The purpose of the paper, and methodology used to produce it, should be stated directly, in the opening section.

Sub-Headings - Separate sections should be marked by appropriate sub-headings, centred and in bold.

Footnotes - If you are required to follow the Chicago Manual of Style, no in-text references are used. Use footnotes instead. Footnotes should be numbered on each page, with the full citation information at the bottom of the page.

References - References should be given on a separate page at the end of the document. Entries should be in alphabetical order and appear in the appropriate format (Chicago Style for the Business department).

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The Formal Research Report


Organization - Students struggle with the rigid nature of the structure of this paper. Provide clear guidelines, with a checklist to keep them on track. They also struggle deciding what and how many sub-headings to use. Completing a careful outline before beginning should help.

Footnotes - Students may struggle with knowing when to include a reference, and also with how to produce it. See the section on References (pages 27- 28 in this guide) for help with this. Most modern word processing programs will format footnotes for you (check under the Insert menu at the top), and Google Reference will allow you to select the format required for the assignment and create the entries as you go.

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Checklist

Content -information is complete and informative -material is divided into appropriate sections -extra information such as pictures and charts are included in Appendices, referred to in the main text

Format -all sections have sub-headings -Title Page, Table of Contents, Footnotes and references follow required format

Language -complete sentences and paragraphs are used -formal language is used throughout


The following sample rubric is based on the expectations of the Business Studies curriculum. Adapt the language to suit the curriculum expectations of your subject area.

for editable rubric, see https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/formal-research-report

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Content Use a variety of resources to retrieve, evaluate and communicate information

-details included are mostly accurate; paper demonstrates partial understanding of scope of topic and specific relevant issues

-details included are accurate; paper demonstrates some understanding of scope of topic and specific relevant issues

-details included are accurate; paper demonstrates understanding of scope of topic and specific relevant issues

-details are accurate and effectively chosen; paper demonstrates extensive understanding of scope of topic and specific relevant issues

Form Use appropriate software to create common business documents that meet professional standards

-some paper follows proper guidelines; Statement of Purpose, or Conclusion incomplete or absent; most subject headings and components present

-most of paper follows proper guidelines; Statement of Purpose, Conclusion present but may be incomplete; some subject headings and all components present

-paper follows proper guidelines; Statement of Purpose, Conclusion sufficient subject headings and all components present

-paper follows proper guidelines; Statement of Purpose, Conclusion shows insight; effective subject headings and footnotes; all components present

Language Communicate using accepted business standards and forms

-all sections appear in student's own words; frequent grammar or spelling errors; limited or imprecise vocabulary and/or structure employed

-all sections appear in student's own words; several grammar or spelling errors; appropriate vocabulary and structure employed

-all sections appear in student's own words; few grammar or spelling errors; mature and appropriate vocabulary and structure employed

-all sections appear in student's own words; very few grammar or spelling errors; complex and appropriate vocabulary and structure employed

https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/formal-research-report

You are only likely to have your students complete a Formal Lab Report if you are a science teacher, but it may be useful to understand what is being asked of the students in this context. It is also interesting to see how this form relates to the other ones in this section.


SECTIONS:

Cover - Include the Lab Title, Your Name (and partner, if relevant), the date, the Course Code and the Teacher’s Name.

Introduction/Pre-lab Information - Provide a summary of the scientific terms that will be used in the lab. Include a description of the variables to be used, the units, and the equations required. Include all potential safety concerns.

Purpose or Problem - State the reason for doing the investigation.

Hypothesis - This is an “educated guess” of what you think may occur during the experiment. Predict your results with an “If…, then…” statement.

Materials - List all equipment and materials used.

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The Formal Lab Report

Procedure - In your own words, describe the steps that were taken. Each step must be numbered. Instructions in this section must be written in full sentences, using past tense and passive voice.

Observations - Record all pertinent results that are related to the experiment. Use charts and tables to communicate this information. All tables etc. must have titles and be numbered.

Calculations - Complete calculations must be shown with proper significant figures and units.

Discussion - For the questions, write clear and complete answers in full paragraph form. Discuss possible sources of error within your procedure with a full explanation of effects on your data. Suggest relevant improvements to the procedure. Make sure all of your ideas are developed with clear, concise explanations.

Conclusion - State your conclusion (based on the observations, graphs, and/or calculations) in response to the purpose of your investigation. If applicable, refer back to your hypothesis, and to any errors in your data set.

References - References should appear in alphabetical order and follow proper APA format.

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Checklist

Content -information is complete and informative -all “educated guesses” are backed up with citations and/or math

Format -all sections are present, labeled and in the correct order -all graphs, charts, etc. are labeled

Language -complete sentences are used where necessary -passive voice and past tense are used in the Procedure Section


Hypothesis - Students often struggle defining and writing a proper hypothesis before the experiment begins. Talking through their question and intended purpose should help.

Writing the Procedure - Students often struggle to include all of the steps in the right order. Taking notes as they perform the experiment should help in this area. They also tend to describe the procedure in a too complicated manner. Tell them to ask themselves: “If I gave this to a group of grade seven students, would they understand what to do?”

Observations - Students sometimes have trouble deciding what qualifies as an observation and the best format (table, graph, diagram, etc.) to convey this information. Taking careful notes should help.

Discussion - This is frequently the weakest part of a student’s lab report as they struggle to explain things, especially things they are unclear about. Explaining how errors skew their data is challenging, as is effectively analyzing their data. There is no short way to help here; reminding them to think carefully about each step and what it contributed should help a little.

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How Should It Be Evaluated?The following sample rubric is based on the expectations of the Science curriculum.

for editable rubric, see https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/formal-lab-report


Initiating and Planning Formulate scientific questions and hypotheses

-poor description of problem-few terms defined-few variables , units identified -few material or safety concerns-hypothesis and purpose present, but without explanation of expected outcomes - sources missing

-some description of problem-some terms defined-some variables, units identified -some material or safety concerns-hypothesis and purpose present, weak explanation of theory behind expected outcomes - some sources missing

-good description of problem-most terms defined-most variables, units identified -most material or safety concerns -hypothesis and purpose present with satisfactory explanation of expected outcomes - sources missing / improperly cited

-meaningful description of problem-all terms defined-all variables, units identified -all material or safety concerns-meaningful hypothesis fully backed by prior knowledge - sources and calculations are properly cited

Initiating and Planning Select appropriate instruments

-few materials / equipment listed-few quantities / concentrations included

-some materials / equipment listed-some quantities / concentrations included

-most materials / equipment listed-most quantities / concentrations included

-all materials / equipment listed-all quantities / concentrations included

Initiating and Planning Apply practices and procedures

-procedure is incomplete-controls / variables not defined

-procedure is partially complete-some controls and variables defined

-procedure is mostly complete-most controls and variables defined

-procedure is complete-all controls and variables defined

Performing Gather, organize and record data

-little qualitative and quantitative raw data present

-some qualitative and quantitative raw data present

-most qualitative and quantitative raw data present

-all qualitative and quantitative raw data present

Analyzing and Interpreting Support or refute hypotheses

-few calculations done correctly with explanations or concluding sentences

-some calculations done correctly with explanations or concluding sentences

-most calculations done correctly with explanations or concluding sentences

-all calculations done correctly with explanations or concluding sentences

Analyzing and Interpreting Draw conclusions based on inquiry results

-provides limited response to purpose, limited analysis of hypothesis, limited / incorrect steps to avoid error-few answers in context with known information, collected data, other students results

-provides some response to purpose, some analysis of hypothesis, some steps to avoid error-some answers in context with known information, collected data, other students results

-mostly responds to purpose, good analysis of hypothesis, identifies most steps to avoid error-most answers in context with known information, collected data, other students results

-appropriately responds to purpose, thorough analysis of hypothesis, identifies all steps to avoid error-all answers in context with known information, collected data, other students results

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https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/formal-lab-report

A business letter is a quick way to get students to respond to a variety of real-life situations. The style (full-block) shown here is readily adaptable - it works equally well as a cover letter, a letter of complaint, an inquiry letter, and so on.


Addresses - Start with the sender’s address, on three lines. Skip a line and put the date. Skip another line and include the inside address (address you are writing to), also on three lines.

Salutation - Skip a line and address your letter, “Dear Mr. … or Dear Ms …” .

First paragraph - Skip a line and start your first paragraph. Begin with a friendly opening and then state the purpose of your letter. Be as specific as possible.

Second Paragraph - Starting with the second paragraph, provide details to support your purpose. One or two paragraphs should be enough to do this.

Closing Paragraph - The final paragraph should restate the purpose of the letter, thank the reader for his/her time, and provide information for the next contact.

Sign Off - Sign off with “Sincerely,” skip a few lines and type your name (and title if relevant). Place your signature above your typed name.

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Formal Business Letter

Where Are Students Likely to Struggle?

Format - There is nothing difficult about the format of this letter. Students will need to be reminded to follow the format exactly, but most should be able to easily master it.

Organization - Some students will struggle with dividing the letter into proper paragraphs. Particularly, they want to put all their information in the first paragraph. Remind them of the very clear purpose of each paragraph and they should be fine.

Language - Some students will struggle getting the right tone for this letter, as they need to find a balance between formality and friendliness. A little practice should be all it takes to help them here.


You will want to find a balance between form, content and language.

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Checklist

Content -purpose is clearly stated in the opening paragraph -middle paragraphs provide specific details to support purpose -closing paragraph addresses next step / contact

Format -addresses appear in the correct order -letter is divided into three or four paragraphs -all components are lined up on the left margin

Language -formal language is used throughout -the tone is pleasant and professional -author has not over-used “I.”

IF you want your students to keep track of their learning progress in short but insightful steps, you may want them to complete a series of reflective journal entries. While there are a number of different ways to do this, here is a good one from the Phys. Ed. department.


There are two separate components: a Record of Activity and a Journal that reflects on effort, progress and next steps.

Record of Activity - In this section, include the specific details of the class or activity.

For example, a Record of Activity from a Fitness class might include: the date; cardio warm-up and stretches with time spent on each; a chart showing the names of exercises done, the time spent, the # of repetitions, the # of sets and the weight used; your pulse during and after the workout and any information you think is necessary for future use.

Journal - Periodically, it is good to write down some thoughts and reflection on how you did. In paragraph form, using complete sentences, write about your workout. Entries should be between 100 and 150 words long.

For our sample Fitness class, you might include all or some of the following, and some questions of your own: How did you feel physically, before, during and after your workout? How did you feel mentally throughout your workout? What things did you do that helped you reach your goals? How might some of your goals have changed? What did you like about your workout? How might you change your workout for next time?

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Checklist

Content -specific details of activity are included (including time) -reaction to or reflection on activity or progress is included

Format -date is included with each entry -tables are neatly drawn (use a ruler) -entry is neat

Language - journal is easily understandable (casual voice is fine) - complete sentences are used

Reflective Journal Entries


Content - Students will frequently not include all the information that is needed. Encourage them to use the checklist every day and remind them to look over what they recorded. Students may have trouble expanding on their answers and using examples from class. Reiterate the need to use the 5 W’s and 1 H.

Language - Reflection requires many descriptive words. Giving students samples of words that can be used can help. They also tend to write how they text or speak. Having the students review what they wrote and reading it out loud to a partner might help.

Neatness - Neatness might also be a problem. Require students to use a ruler to make charts. It looks better and will make it easier for them to visually see how they are improving.


Since this is a reflective journal entry, it can be tough to evaluate the content in the usual way. Use a checklist to reflect the components included and the degree of thought students put into evaluating their progress. Give them a copy of the checklist ahead of time so they can easily complete the activity with maximum effectiveness.

A. Record of Details

B. Journals

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All required information is entered. Yes Somewhat NoEntries are neat and a ruler is used whenever needed. Yes Somewhat NoAll stages of activity are addressed. Yes Somewhat NoSpecific details/numbers are included Yes Somewhat NoThis activity could be replicated by someone else. Yes Somewhat No

Entry was between 100-150 words long. Yes Somewhat No Evidence of reflection was present. Yes Somewhat No Examples and details were used. Yes Somewhat No Complete sentences were used. Yes Somewhat No Descriptive adjectives were used appropriately. Yes Somewhat No It is evident that the entry was re-read. Yes Somewhat No

One of the areas students seem to struggle with most is knowing when (and how) to give credit to ideas and information that are not their own.

When Do You Need a Reference?

Students usually know to reference direct quotations, but often fail to understand that they need to give credit for someone else’s ideas as well. They need to be reminded to include their own comments or conclusions to all quotations and ideas they take from other sources.

***There are three standard styles of references that are acceptable. Generally, APA is accepted as the default format, but certain disciplines or assignments may require one of the others. (Note: If students are using Google Docs they can choose the reference style required and have the computer format them.)

APA (American Psychological Association) Format (Social Sciences, Science, Religion, Modern Languages, Physical Education)

Website: In-Text Reference: (Author’s Last Name, date)

Reference List : Author’s Last Name, First Name. (date retrieved). Title of document [Format description]. Retrieved from http://xxxxxxxxx.

Book: In-Text Reference: (Author’s Last Name, page number)

Reference List: Author’s Last Name, First Name. (Year of Publication). Title of work. Publisher City, State: Publisher.

*For complete information see: http://www.apastyle.org

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Is it a direct quotation?

Have you paraphrased a

quotation?

Have you used someone

else’s idea?

No citation

is needed

Cite it Cite itCite it

NO NO NO

YESYESYES

References (General Information)

http://xxxxxxxxx

MLA (Modern Language Association) Format (English)

Website: In-Text Reference: (Author’s Last Name, date)

Reference List: Lastname, Firstname. Title of document [Format description]. Date.<http://xxxxxxxxx>

Book: In-Text Reference: (Author’s Last Name, page number)

Reference List: Lastname, Firstname. Title of Book. Place of Publication: Publisher, Year of Publication. Medium of Publication.

*For complete information see: https://www.mla.org

Chicago Manual of Style (Business)

* There are no In-Text References in this format. Use footnotes instead.

Website: Footnote: 1 “Article Name.” Last modified, http://xxxxxx.

Reference List: Author’s Last Name. “Article Name.” Last modified. http://xxxxxx.

Book:Footnote: 1 Firstname Lastname, Book Title (Place Published: Publisher, date),

Page number.

Reference List: Lastname, Firstname. Book Title. Place Published: Publisher, Date.

*For complete information see: http://www.chicagomanualofstyle.org

Notes: For websites, you can only provide the information that is given. Sometimes there will be no author listed. Include the entry in your alphabetical reference list, by the first word of the article title.

AP = Associated PressCP = Canadian Press

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http://xxxxxxxxx

http://xxxxxx

http://xxxxxx

http://www.chicagomanualofstyle.org

PRESENTATION FORMS

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If you want students to research and defend a position on a controversial issue, you may want a formal (or Parliamentary-style) debate. Remember that this type of debate takes some effort to organize and prepare as it has a very rigid structure and students will need a fair bit of time to research and prepare their arguments, and some coaching to effectively use the debate format. The amount of work involved likely merits a significant formal assessment.


Generally a formal debate is held between two teams (Affirmative and Opposing) of two speakers each.

The resolution is the position being proposed for debate. It is typically phrased, “Be It Resolved That…”

Suggested Order and Traditional Timelines:

1. The first speaker on the Affirmative team (Prime Minister) states the resolution and defines the terms of debate. He or she then presents arguments in support of the resolution. (7 minutes)

2. The first speaker on the Opposing team (Member of the Opposition) provides a rebuttal of the Prime Minister’s points and presents arguments opposing the resolution. (7 minutes)

3. The second speaker on the Affirmative team (Minister of the Crown) presents further arguments in support of the resolution, identifies areas of conflict, and answers questions that may have been raised by the opposition speaker. (7 minutes) 4. The second speaker on the Opposing team provides the rebuttal of the opponent’s first arguments and presents further arguments against the resolution, identifies further areas of conflict, and answers questions that may have been raised by the previous affirmative speaker. This is the closing statement for the opposing team. (10 minutes)

5. The first speaker of the Affirmative team (Prime Minister) speaks again, providing rebuttal for any remaining opposition arguments, sums up the affirmative (government) argument and restates the resolution. (3 minutes)

** You may wish to shorten timelines, especially with younger grades.

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The Formal Debate


Speaking Roles - Students find it hard not to interrupt each other. Be rigid in applying the rules. Post the order of speakers where they can see it during the debate.

Developing an Argument - Students will likely find the time lines intimidating. Feel free to modify the time lines to fit your class. They will need help to develop arguments with thorough explanations, concrete examples, statistics, etc. Use a planning sheet to help keep it all straight.

Rebuttal - Students have difficulty preparing a rebuttal in advance and responding at the appropriate time to opposing arguments. Help them to predict the opponents points by considering how they would argue that position, and remind them to wait until it is their turn to speak.

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Checklist

Organization -roles and timelines are respected -speakers speak in the correct order

Respect -there are no interruptions -speakers wait their turn -appropriate and respectful language is used

Balance -arguments are balanced between speakers on a side

Sample Planning Sheet

for editable rubric, see https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/formal-debate

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https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/formal-debate

How Should It Be Evaluated?The following sample rubric is based on the expectations of the Presentations Course (EPS 30). Adapt the language to suit the curriculum expectations of your subject area.

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Planning Presentations Group Planning Skills

-group members largely unaware of roles-argument dominated by one partner-considerable unnecessary repetition-topic only partially covered

-group members know roles-argument is shared between partners-some unnecessary repetition-some parts of topic left uncovered

-each person knows role -argument is balanced between partners-no unnecessary repetition-suitable range of topic is explored

-efficient use of time smooth transitions between arguments-plus level three descriptors

Planning Presentations Information Gathering

-argument frequently disjointed-several logical or factual errors-parts of argument are missing-content is vague and/or incomplete-limited rebuttal

-argument occasionally disjointed-a few small logical or factual errors-most parts of argument are covered and connected-some rebuttal arguments

-argument is fluid (introduced and explained); logical, factual-warrant, claim, and impact are present-statistics, specific facts used-effective rebuttal arguments

-information is condensed, well chosen and persuasive -warrant, claim, and impact used-statistics and insightful specific facts are used-complete and highly effective rebuttal

Delivering Presentations Language Usage

-informal language used-language frequently inappropriate for context

-formal language attempted-proper grammar mostly employed-language generally appropriate for context

-formal language used -proper grammar employed-language is always respectful

-engaging vocabulary -appropriate terminology employedargument-language is always respectful

Delivering Presentations Presentation Techniques

-weaknesses in delivery skills (eye contact, voice, pacing, enunciation, intonation) frequently interfere with audience understanding

-eye contact partially maintained-voice generally clear, audible, some weakness in pacing and/or enunciation, few changes in intonation

-eye contact maintained-voice is clear, loud enough (no shouting), proper enunciation, pacing and emphasis contribute to persuasive tone

-delivery is “polished” -no hesitations, “good flow”-mature and engaging-argument is persuasive

If you want students to explore a class concept through debate and discussion, you may want an informal debate. An informal debate can be completed in a portion of a single class and usually doesn’t require a formal assessment. An anecdotal assessment is effective here.


There are many ways to organize an informal debate. This is a good one, courtesy of the Religion Department.

1. Provide topic and split class into groups: For and Against, or give them specific `perspectives that they have to represent (For example, in a philosophical debate it could be Utilitarianism, Hedonism, Divine Command, Existentialism, etc.) and they must argue from that position.

2. Give groups 10 minutes to come up with as many arguments as possible for their position - remind them to anticipate what the other group will use to critique their position (rebuttal).

3. Allow each group one minute to state its main position.

4. Begin the debate: Students may introduce new arguments or critique their opponents’ position or respond to a critique from their opponent. Go back and forth between the sides. (* Only allow a group to speak multiple times in a row if the other side is not responding.)

5. If there is time, give groups another five minutes to come up with a closing statement. 6. Give each group one minute to present the closing statement.

7. Add up the points and respect the minuses (for those who did not follow the rules) and determine the winner.

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The Informal Debate


Speaking Roles - Students find it hard not to interrupt each other. Be rigid in applying the rules and acting as moderator controlling the speakers.

Developing an Argument - Students may need help to develop arguments with concrete support and make connections with course content.

Rebuttal - Students have difficulty preparing a rebuttal in advance and responding at the appropriate time to opposing arguments. Help them to predict their opponents’ points by considering how they would argue that position.


Points are awarded when a person makes links to the course content covered (key terms or important thinkers from the unit you are covering). If they are arguing from a position, points are awarded for arguments made. They lose points for not sticking within their school of thought or position.

Only the person whose hand is recognized by you, the moderator, is allowed to speak. If other group members talk, their team loses points.

Reward: some formative mark, never summative (collect anecdotal evidence of Thinking and Knowledge and Understanding)

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Checklist

Respect -there are no interruptions -speakers wait their turns -appropriate and respectful language is used

If you want students to research a subject and share the information with their classmates, you probably want them to deliver an information presentation with slides.


We have all seen a lot of bad slideshow presentations, delivered by students and by others. These presentations can be improved with attention to four areas: content, organization, design and delivery. Try getting students to follow these steps:

Step One: Plan and Research

Before you can begin to prepare a presentation, you need to have something to say. Brainstorm the necessary sub-topics for your presentation first and then collect information. Write your script out, in the sections you identified for your research. Plan on needing about 150 words for each minute of your speech.

Start with an introduction that follows the model of the corresponding written form (persuasive essay, research essay or report). Include a brief overview of the presentation. After you have delivered your content, end with a short conclusion where you review the important parts.

Step Two: Make the Slides

Limit the number of slides you use (approximately one per minute of talk, plus title slide).

Use the sub-topics you identified for your research to organize your slides. Limit each slide to a headline, 2-3 supporting points (statistics, key ideas without explanation) and 1-2 pictures.

Keep your slides simple and consistent: Use only solid colour backgrounds and a contrasting colour for text (avoid yellow at all costs!) Select sans-serif fonts such as Arial or Helvetica rather than serif ones like Times New Roman and avoid italics as these are difficult to read from the back of the room. Keep your font size at least 24 point and use no more than two or three font styles on a single slide (Headline and body text). Limit the number of transitions used and avoid anything that might be distracting for the audience.

Step Three: Rehearse

If possible, view your slides on the screen you’ll be using for your presentation. Make sure slides are readable from the back row seats. Go over your slides often enough that you will know what you intend to say for each one. You shouldn’t need to memorize the whole speech, just the main ideas.

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Information Presentation with Slides

Step Four: Present

Do not read from your slides. The content of your slides is for the audience, not for you. Use the key words on your slides as prompts for yourself and guides for your audience. Do not speak to your slides. Make sure you face the direction of your audience.

Speak slowly and clearly. Make sure the people in the back of the room can hear you. Smile. It will be okay.


Complicated Slides - Students usually want to put all of their information onto a slide. Encourage them to stick to key words and images only, and to make multiple slides for bigger points. Have them write their text in a separate document before they start their slides. Refer to the style suggestions above.

Reading From the Slides - This is usually a product of lack of preparation and putting too much text on the slides. Sometimes you might have to put an artificial word limit (ex. max. 15 words per slide) to force students to keep the speech separate from the slides. Remind them that if they put everything they know on the slides, they make themselves irrelevant to the presentation.

for editable rubric, see https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/information-presentation

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Checklist

Organization -title slide present -introduction and conclusion included

Design -colour and fonts are consistent -slides contain a few key words and images (blank space is present on all slides) *Full text of speech is not present on slides -slides are visible from the back of the room

Presentation -speaker faces the audience instead of the screen -speaker uses slides as prompts for speech, rather than reading from slides (slides help audience identify key points)

https://sites.google.com/a/ocsb.ca/writing-guide-rubrics/information-presentation


The following rubric suggests a continuum for evaluating an oral presentation. Choose the aspects that suit your particular assignment and adapt the language to represent the curriculum expectations of your subject area.

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Planning Presentations Planning for an Audience

-presentation significantly too long or short-language frequently unsuitable for audience or content (too academic or too colloquial)-considerable weakness in use of resource

-presentation slightly too long or too short-some language unsuitable for audience or content (too academic or too colloquial)-some weakness in use or preparation of resources

-presentation appropriate length-language is appropriate to audience/content-technology and other resources are prepared, properly employed

-presentation length satisfies needs -language makes effective link between audience and content-technology and other resources effectively employed, enhance presentation

Planning Presentations Research

-demonstrates limited knowledge -content incomplete, vague or inaccurate-very few (or no) concrete examples used to explain concepts

-demonstrates some knowledge of topic-most content is accurate and precise-few real life or concrete examples used to explain concepts

-demonstrates considerable knowledge of topic-content is accurate and complete-real life or concrete examples used to explain concepts

-demonstrates thorough and insightful knowledge of topic-effective concrete examples used to demonstrate concepts

Planning Presentations Developing Content and Structure

-main points indistinguishable from support-support limited-considerable weakness in organization

-main points present but difficult to isolate-some relevant support included-some weakness in organization

-main points clearly identifiable-support relevant and complete-logical organization

-main points structure presentation-support varied and convincing-organization enhances message

Delivering Presentations Presentation Techniques

-eye contact, tone, enunciation, volume employed with limited effectiveness-pacing makes it difficult to follow presentation-body language /movement distracts audience

-eye contact, tone, enunciation, volume employed with some effectiveness -pacing needs improvement-body language /movement provide some distractions

-proper eye contact, tone, enunciation, volume employed-presenter appears relaxed and natural-pace helps audience follow presentation-body language doesn’t distract

-effective and varied eye contact, tone, enunciation, volume -presenter appears confident and comfortable-pace and body language enhance presentation

Delivering Presentations Audio-Visual Aids

-a/v somewhat ineffective for content and setting, interferes with message

-a/v reasonably selected for content, setting, occasionally interferes with message

-a/v appropriate to content and setting, message and doesn’t distract

-a/v insightfully selected for content and setting, enhances message

If you want your students to convey their knowledge and understanding of a topic in a way that is quickly accessible to a general audience, you may have them to create an information poster (or its modern digital version, an infographic).


While there are many different ways to design a poster, the following information, courtesy of the Creative Arts department, should help you to keep your students on track.

The two simplest layouts for students to use look something like this:

Every poster should make use of the following concepts:

Elements of Design: The elements of design are the different components that are used to create a visual appearance. For poster making, the most important are: lines, shapes, colour and space. Students should use them to help focus and direct the reader.

Principles of Design: The principles of design are how the various elements are organized. For poster making, the most important principles are balance (how images and white space all even each other out), emphasis (which element(s) appear the most important), contrast, unity (how the various elements work together), and movement (how our eye moves from point to point).

CRAP Rule: A good poster should remember to use these ideas: Contrast (have different shapes or sizes), Repetition (some design elements should repeat on the page); Alignment (align objects and text so the justified edge is against the square edge of an image); Proximity (keep related items close to each other).

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Information Poster or Infographic


Layout / Balance - Student will struggle with actually designing a poster that follows one of the recognized styles, effectively conveys information and is visually appealing. Careful planning, including drawing a rough sketch before beginning, should help in this area.

Text Blocks - Students will frequently include too much text on their posters. Remind them that a poster, unlike an essay, is intended to primarily rely on images rather than text. Reviewing the elements of design and examining visual samples before beginning the design process should help.

Contrast - Students uncomfortable with art and design will tend to make all of their elements the same size, which generally detracts from the visual appeal of the poster and makes it difficult to identify the main ideas. Reviewing the elements of design and examining visual samples before beginning the design process should help.

White Space - Students often want to fill every square centimetre of the page with images, text or design elements. Use samples to remind them that white space is an important design element, used to highlight what is important and give the viewer much-needed “breathing space.” The distance between and around objects should be equal or proportional.

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Checklist

Layout -layout allows for easy eye-movement around page -arrangement is helpful to audience (easy to follow) -arrangement is aesthetically pleasing

Design -a variety of design elements are included -effective balance between text, images, and graphic elements

Content -images are well-chosen -text is succinct and effective -topic well covered: key ideas and details provided (visuals and text connect but do not repeat each other)


Marking a poster can be tough, especially if you aren’t teaching an arts course. As you do so, remember the purpose of completing a poster (or infographic) as opposed to an essay or report: the format should make the content quickly accessible to the audience and should make the relationships between various parts easy to understand. Anything that detracts from that goal should lower the overall mark.

Consider these criteria as you make your evaluation:

Layout and Design - The overall composition is neat and attractive. It demonstrates some understanding of the principles of design (movement, harmony, emphasis and balance) and, as a result, readily conveys key ideas to the audience. Various elements of design are used to improve overall visual appearance and to emphasize relationships between various ideas.

Graphics - Images and designs are suitable for context, properly sized and well-chosen to convey or illustrate the intended point.

Content - The ideas presented are accurate and informative. The topic is covered to a suitable range and both main ideas and supporting details are present.

Language/Text - Proper mechanics and language are used throughout. Text size and style are suitable for content, appropriately sized for easy reading and distinguishing between main and supporting details.

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LITERACY TEST FORMS

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The Literacy Test always asks students to write a newspaper article based on a given photograph. The requirements of form are precise, but not very complicated, and the form is readily adaptable to most subject areas.


Template

On (date) at (place) in (city), (headline) . (details) (facts) .

The photo above shows (link to photo) . (two to three quotes) (more details) . (more facts) .

According to (names of people ) .

. (two to three quotes) (more details) (more facts)

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The News Report

First (Lead) Paragraph - gives the main point of the story. It includes details of who, where, what and when,

Following Paragraphs - are short, containing one idea in each. Paragraphs tell the story in chronological order. One of them makes specific reference to the photograph. At least two quotations are included in the article.

Closing Paragraph - talks about the long-term importance of the issue or gives ‘the next step’ likely to happen in the story. It often closes with a quotation from someone involved.


Developing Content - Students often have difficulty collecting enough details to write a whole article. Remind them to develop their ideas around the 5Ws. They will need to include facts and concrete details (on the test, they will need to make these up).

Language - Students often have trouble remembering to write their articles in past tense and third person. A careful editing routine and a checklist should help with this.


Find a balance between form, content, and language usage. All three will be important in scoring points on the test.

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Checklist

Organization -short paragraphs used -first paragraph (Lead) states: Who, Where, What, When -headline is present

Language -past tense employed -third person employed

Content -story is complete, with specific details -story is objective (no opinion stated) -quotations are employed

On the Literacy Test, students will be asked to write a series of paragraphs explaining their opinion on some issue. We use a simplified version of a persuasive essay.


Introduction - includes four key parts: the opening sentence which attracts the reader’s attention; your opinion, expressed in one sentence; the three arguments (proofs) you are going to use to prove your opinion; and your lead in two sentences

Body Paragraphs - each paragraph explains one of the arguments you will use to prove your opinion. It should include specific details and examples. Use transition words to help your reader move between paragraphs.

Conclusion - restates your main argument and recaps each of the proofs you used to demonstrate it

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A Series of Paragraphs


Developing Content - Students may have difficulty thinking of three or more separate reasons to support their opinion. They may also confuse examples with reasons. Brainstorming before they begin writing should help.

Organization - Some students have difficulty remembering to separate each of their arguments into a different body paragraph. Creating an outline before starting to write should help with this.


Find a balance between form, content, and language usage. All three will be important in scoring points on the test.

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Checklist

Organization -proper paragraphs used -first paragraph introduces topic, states opinion in one sentence and lists arguments -each body paragraph explains a different idea -conclusion relates back to introduction and sums up argument

Language -does not use “I” -transition words used

Content -ideas are explained with concrete examples and details

Students will be asked to respond to one of the issues in a short reading. The basic structure required is that of an expository paragraph, or a PPC (Point-Proof-Comment) paragraph. They will need to mix their own ideas with those found in the article, in order to demonstrate their complete understanding of the text.


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Checklist

Organization -opening sentence clearly states the main idea, using the wording from the question -concluding sentence connects to the main idea

Language -specific connection to article included-transition words used

Content -two or three reasons/examples are provided -specific supporting details are included

Short Answer - Responding to a Reading

Students will be asked to complete an opinion paragraph. The basic structure required is that of an expository paragraph, or a PPC (Point -Proof- Comment) paragraph. It should include a clearly expressed opinion and several supporting examples.



Find a balance between form, content, and language usage. All three will be important in scoring point on the test.

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Checklist

Organization -opening sentence clearly states the main idea, using the wording from the question -concluding sentence connects to the main idea

Language -transition words used

Content -two or three reasons/examples are provided -specific supporting details are included

Short Answer - Expressing an Opinion

A summary is a short recap of the main ideas of a reading. It does not include specific examples and it does not include a student’s opinion. The main idea and the key supporting facts from the reading are organized into a paragraph.


Template

Template

According to the article (insert main idea) . For example, the article states that (supporting detail) . Next the reading state (supporting detail) . To sum up (restate main idea) .

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Checklist

Organization -opening sentence clearly states the main idea, using the words “According to the article…” -concluding sentence connects to the main idea

Language -transition words used

Content -two or three supporting details from the article are provided

The Summary


Determining the Main Idea - Students will frequently confuse the topic with the main idea. They may also struggle distinguishing the main idea from the supporting details, especially when the main idea is implied, rather than stated directly. Help them to think through the process with a simple outline.


Find a balance between form, content and language usage. All three will be important in scoring points on the test.

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Topic (What is the article about?)

Main Idea (What does the writer say about the topic?)

Supporting Detail

Supporting Detail

Supporting Detail

Documents

A Writing Forms Guide for Teachers · PDF file... a model or template, ... Formal Lab Report ... from rough copy-final draft demonstrates some revision