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If you are a regular reader, you know a lot of my thinking lately has been about writing process, and specifically nudging third grade writers into more traditional drafts. Today’s post is a collection of my thoughts about drafting. I hope it is applicable to a range of writers — not a specific grade level.

  1. Drafts happen outside of the writer’s notebook. I like to think of the writer’s notebook as a tool for the writer and when we get ready to write something for an audience (ie: a draft) then that happens outside of the notebook. I’m sure there are other opinions about this, but that’s my thinking. I believe this for a few reasons: (1) If students draft inside their notebooks, then the notebooks fill up fast; (2) Drafts are for an audience and when students write outside of the notebook, it provides a concrete place to begin crafting with intention; (3) It helps solidify the idea of a writer’s notebook being a tool for the writer.
  2. Writers write the best first draft possible. We do not make sloppy copies. We don’t ignore punctuation and put it in later. We write our best — the first time. Now, as one third grader shared last week, we don’t have to use our neatest handwriting on a draft, but we do need to do our best writing. I am on a mission to rid the world of the term sloppy copy.
  3. Rereading is an important part of drafting. I’ve realized I reread more than I write words when I draft. I want to do a better job of teaching students to become proficient re-readers of their drafts.
  4. Even though older students are more experienced, their drafts are still filled with approximations. They are attempting to write dialogue. They are attempting to paragraph. They are attempting to craft. Sometimes, as a teacher, it’s easy to forget the best writers take risks. When students take risks, there are going to be errors. I have to slow down and consider my words when talking with kids about their drafts in order to make sure I’m empowering them as writers instead of sucking the energy from their writing lives.
  5. Specifically to the third graders I’ve been working with, I see their attempts at making their drafts look like books. They’ve added title pages (out of draft paper) and they staple their drafts with three staples to make a binding. To me, this shows they way they are attempting to take something they are comfortable with (making a book) and apply it to a new concept (writing a draft).
  6. We’ve put four kinds of draft paper in play in the third grade workshops. Remember, this is our attempt to nudge them into drafts from heavy illustration work. Wanna see the draft paper? Click here for a pdf of the four kinds of draft paper.
  7. I’ve been impressed the way their understandings of illustration has lifted the level of their writing. I’ve also noticed they don’t choose the same paper for all the parts. Ali explained to me, “When there are more details in a part to keep straight, then I get a picture box page and sketch before I write. If I have the part in my head, then I just get lines. Sometimes I need just a small sketch for a character in the part, then I get the small box paper.”
  8. Bode suggested copying lines on the back of each draft paper. “In order to get the picture in the reader’s head, I need more than a few lines for each part, especially now that you’ve got me thinking about character details,” he said. Later he showed me how he taped lines to the bottom of each draft paper, making more lines to tell his story.
  9. I think when we empower kids to plan by drafting each part on a different page, it helps them focus their story and their writing to the most important parts. I’ve noticed less “bed-to-bed” narratives this year than in years past.
  10. Ultimately, I must remember to meet them where they are. I have to trust this is their best work and I can teach into what they already know, helping them to refine their drafting processes in order to become even more effective writers.

How about you? What are you noticing about the way the writers in your workshops are drafting?

Ruth Ayres View All

Unhurried. Finding the magic in the middle of living. Capturing a life of ridiculous grace + raw stories.

9 thoughts on “Drafting Leave a comment

  1. My 3rd grade students have been drafting outside of their notebooks as well. I currently use booklets, picture paper, “scene” paper ( 4 small blocks with lines for each) and plain notebook paper. I have found the power of choice to be particularly motivating for my kids, especially since they are new to ww, never having done it before this year.


  2. #3–So true! I have such a difficult time trying to help my students understand the importance of rereading as they draft. They seem to hurry through as fast as they can just to get done. I have started going through editing steps with them as they draft so they can make their draft their best writing at the time.

    #4–I really appreciate the reminder to let them take risks! I need to remember to allow those errors that come from risk-taking to take place and not try and fix them right away.


  3. When my older students moved from the writer’s notebook ideas to drafting, they seemed to hurry in the typing, to put the ideas down fast as they were inspired with the flow of a new idea and didn’t want to stop. All the drafts were required to be typed. So, we had a list to use for reminding about the editing in order to make the best possible – and readable – draft for others to respond to for content. It seemed to be always a two-part process. I’ve never heard of ‘sloppy copy’, so glad you don’t like it and want it out. I agree that in order to concentrate on the content, the conventions, as best they can do, must be put in.


  4. I have to battle student urges to draft in their notebooks, so I have enlisted the help of legal pads. This way, they have a different “tool” to turn to.

    Also, your #3 articulates an Ah-Ha moment I recently had. I realized my students don’t reread or at least don’t reread with intention. I do this all the time, but just recognized it as a drafting/revision-in-progress strategy very recently.

    I also recently noticed that the “best writing possible” in a draft is largely dependent on the topic my 8th graders choose for any given piece. The more difficult it is for the writer to get the ideas out, the sparser the conventions are.


  5. In my workshop I have embraced drafting outside of the notebook and using the writer’s notebook as a tool. I used two texts you recommended in the past and did a “notice, name, purpose” chart that the kids created (whole group) and we transferred into the notebook. The kids are really responding – and are trying so much more craft than ever before. Giving them ownership of craft lessons and the freedom to draft outside of the notebook has opened up some of my students. They are actually asking me, “Can I re-write this to add more detail?” YES!


  6. This one:
    Writers write the best first draft possible. We do not make sloppy copies. We don’t ignore punctuation and put it in later. We write our best — the first time. Now, as one third grader shared last week, we don’t have to use our neatest handwriting on a draft, but we do need to do our best writing. I am on a mission to rid the world of the term sloppy copy.
    needs to be bold faced in large, red type. It’s so important. I, too, am on a mission to get rid of the word “sloppy copy.” My fourth graders came to me saying that and I eradicated it. Why would one ever encourage kids to do a sloppy copy of anything? Grrr!


  7. Drafting has been, and probably always will be, a struggle in my creative writing class. Most of my students draft on computer, which is awesome, but they think once they start a draft they have to finish it…even if they don’t like it. Ah well–

    We are sharing our work on google docs, which is working quite well. Students can share their work with others and we can all use the comment tool and leave our impressions. It’s working well so far.


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