Reflection: Checks for Understanding Writing Fluid Prose: Revision Using a Theme/Rheme Analysis - Section 3: Revising Arguments/One on One Consultation


In talking with students and reading their work, they were definitely recognizing places at the beginning of sentences where they could be more specific, but some struggled a bit with knowing how to improve that; they saw that some themes were not that strong, but didn’t quite get how they should grab the part of the previous rheme they want to move forward with and re-state that.  So I worked with those students on going back to their previous rheme and identifying one word or phrase they feel like they are moving forward with.

Another issue I saw with a number of drafts was that the students were not definitively stating whether they are defending, challenging, or qualifying Ernest Cline’s position.  I worked with a few students on this, but feel like I should review it for a few minutes tomorrow before they continue revising.

  Assessing Student Progress
  Checks for Understanding: Assessing Student Progress
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Writing Fluid Prose: Revision Using a Theme/Rheme Analysis

Unit 9: Writing Arguments
Lesson 3 of 7

Objective: SWBAT recognize areas for revising their arguments to build more fluid, complex ideas through a theme/rheme linguistic analysis of their drafts.

Big Idea: Re-defining key ideas of the previous sentence at the beginning of the next sentence provides a map for the reader and deepens the argument.

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