Phase 3:  Draft the Essay
 Draft Body Paragraphs
 Boxes‐and‐Bullets should act as the skeleton of body paragraphs.
 Body paragraphs should…

o Give a supporting reason

o Provide evidence from the text (short quote or paraphrasing)

o Include heavy elaboration from the student’s thinking on how the evidence supports the supporting reason given
 Draft Introduction
 Introduce the topic
 State the claim
 Draft Conclusion
 Restate the claim
 Summarize the supporting reasons

o Phase 4:  Revise the Essay
 Students should reread and revise their essay to correct gaps in
 Thinking
 Story
 Students should revise their essays for word choice/vocabulary and strive to reach a level at the top of their abilities.

o Phase 5:  Edit the Essay
 Students should edit for punctuation (and pay particular attention to punctuation of quotations)
 Students should edit for verb tense
 Students should be taught to recognize that present tense is used for the author’s arguments and the past tense is used when citing evidence.

o Mini‐Lessons we can teach during Drafting and Revising

 Smooth Transitions
 Quoting and Paraphrasing
 Analyzing Quotes (giving more space in the essay to explaining what quotes
mean and how they support the argument rather than using random quotes
throughout the essay)
 Credibility vs Creativity (striking a balance to try making the essay interesting to
read without having it lose a sense of reliability)
 Voice (how it can help or hurt the strength of an argument)
 Counter‐argument work