Spanish Language Arts.5.11.C

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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;

Artes del lenguaje y lectura en español.5.11.C

Se espera que el estudiante

revise borradores para mejorar la estructura de las oraciones y la elección de las palabras agregando, borrando, combinando y reorganizando las ideas para lograr coherencia y claridad;

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.

Considere juntar la expectativa estudiantil 5.11.C con cualquiera de las expectativas sobre redacción de textos (5.12.A, 5.12.B, 5.12.C o 5.12.D) y evaluarlas juntas. Una vez que los estudiantes hayan elaborado el borrador de su composición de uno de los géneros literarios requeridos, pídales a los estudiantes que hagan revisiones de sus textos entre ellos mismos tratando de hacer sugerencias para mejorar la estructura de las oraciones, el vocabulario empleado, así como la coherencia y la claridad.


Further Explanation

Este ejemplo de evaluación requiere que los estudiantes sepan cómo trabajar un borrador que requiere mejoras y de qué manera editarlo para que el texto incluya ideas conectadas lógicamente y fáciles de entender para el lector. Los estudiantes deben ser capaces de hacer sugerencias de edición y de mejorar el borrador, ya sea eliminando información imprecisa, combinando ideas o reescribiendo oraciones y/o frases. Esta destreza debe ser desarrollada en cualquier género de escritura.

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
Organización, conexión y unión lógica entre las partes de un texto.
Vocabulario seleccionado por el autor para transmitir el mensaje deseado al lector.
En el proceso de escritura, examinar un texto para hacerle cambios y mejorarlo en cuanto a enfoque, organización, contenido, estructura de las oraciones y vocabulario para crear un texto que sea atractivo para la audiencia.

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).