A researched position paper is simply an argumentative essay in which you take a position on a chosen topic and defend it with secondary sources. Now that you’ve completed your annotated bibliography, you may find yourself struggling with how to begin the rough draft of the researched position paper assignment. Pre-writing, drafting, revising, editing, and publishing will be explained and tips given as to the best ways to teach each step.7.7 From Annotated Bibliography to Rough Draft: How to Develop your Position In this five part series, the five steps of the writing process will be addressed. This post is part of the series: The Writing Process You are simply making sure the pre-write was followed, the amount of work required was finished, and whatever else you assigned was completed. Keep in mind that rough drafts are not where you look for perfection. They have to see that it is important enough to warrant a grade, or they will either refuse to complete it or give poor effort. Whatever you do, give students credit for doing it. Some teachers choose to incorporate it as part of the final draft grade (for example, 15% of the grade) while others choose to assign it a stand-alone grade. It is up to you to determine how to grade the rough draft. Pre-writes are simply guides to help write the rough drafts. Of course, remind students that if they want to add something not included in their pre-write or leave out something, they are perfectly free to do so. The rough draft is the perfect time for students to go ahead and insert these words into their writing. You can obtain lists of these types of words on the web. Prepositions can help them to describe places in more detail. For example, the words additionally, furthermore, and moreover can be used in place of also. Introduce them to words that help transition from idea to idea. Since students have already decided much of the actual information they are going to convey (in their pre-writes) their minds are freed up to look at the more technical aspects of their writing. When they see their time working on the pre-write was not wasted, that it is actually making their lives a little easier, they will start to (grudgingly) develop an appreciation of the process. This will help your students “buy in” to the writing process. Point out to them again and again how much of the work is already finished because they took the time to complete a pre-write. Otherwise, you have all wasted valuable time and effort. Require their pre-writes to be on their desks, side-by-side, with their rough drafts. When students start their rough drafts, make sure they use their pre-writes to guide their writing. You will want them going into revision and editing fresh and willing to work for you. Compliment their drafts, make suggestions here and there, but be positive. Still, use this time of relative ease to build confidence in your students and their trust in you. They have not been pre-writing, revising, and editing. They have been writing rough drafts since they were in kindergarten the problem is that many of them have only been writing rough drafts. They are accustomed to writing rough drafts. This is probably the easiest step to teach, because you will be met with little to no resistance from your students since it is the step with which they are most familiar.
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