English Language Arts and Reading.5.11.C

The student is expected to

revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;

writing process TEKS talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

You may wish to pair SE 5.11.C with any of the composition SEs (5.12.A, 5.12.B, 5.12.C, or 5.12.D) and assess them together. After students develop a draft composition in one of the required genres, have students conduct a peer review to make suggestions for revisions to improve sentence structure, word choice, and coherence and clarity.
 

Further Explanation

This example requires students to know how to take a rough draft that needs improvement and make revisions so the writing contains ideas that are logically connected and easy for the reader to understand. Students should be able to make suggestions for revising and improving the draft by deleting, combining, and rearranging words, sentences, and ideas. This skill should be developed with writing in all genres.

having a clear and tightly connected relationship among all the parts in an effective speech or piece of writing achieved by ordering ideas, sentences, and paragraphs logically
Students should be able to review their drafts and identify places where the ideas are expressed in an unclear or illogical way. Students will revise drafts to make necessary changes by adding information to clarify meaning, deleting extraneous information that obscures meaning, combining ideas to avoid redundancies, and rearranging the ideas to ensure logical progression.
a stage in the writing process when a text is examined holistically and changes are made to improve the focus, content, organization, sentence structure, and word choice in order to clarify the intended message, create flow, and more successfully engage the audience
the grammatical arrangement of words in a sentence; how a sentence is constructed
the writer or speaker’s selection of words that is derived from their style, purpose, and need to communicate accurately, appropriately, and understandably to a specific audience; also known as diction

Research

1. Kiuhara, S.A., O'Neill, R.E., Hawken, L.S., & Graham, S. (2012). The effectiveness of teaching 10th-grade students STOP, AIMS, and DARE for planning and drafting persuasive text. Exceptional Children, 78(3), 335–355. Retrieved from https://eric.ed.gov/?id=EJ970684

Summary: In this article, researchers examine explicit and systematic teaching strategies that improve the writing of students with disabilities. The teaching strategies are centered on planning and drafting for specific genres of text. A sample of 10th grade students were taught how to use a self-regulated strategy development model. To accurately measure the growth, students were assessed pre and post the introduction of the intervention. The measure of growth was significantly greater. 

2. Klein, P.D., & Rose, M.A. (2010). Teaching argument and explanation to prepare junior students for writing to learn. Reading Research Quarterly, 45(4), 433–461. doi:10.1598/RRQ.45.4.4

Summary: In this study, Klein and Rose examine how students respond to various writing tasks and assignments. The teachers used the process writing approach, which included creating an outline, drafts, and a final paper. The revision and edit process lends itself to implementing teacher and peer oral and written feedback. The study reveals that there are specific as well as varied means to teach the writing process to students. Students must use prior knowledge and have access to relevant external sources (i.e. internet).