http://reach.vantagelearning.com/2008/03/29/using-my-tutor-feedback-to-help-revise-narrative-writing/ Because Writing Matters Wed, 20 Aug 2008 14:30:50 +0000 http://wordpress.org/?v=2.0.11 http://reach.vantagelearning.com/2008/03/29/using-my-tutor-feedback-to-help-revise-narrative-writing/#comment-16 Wed, 16 Apr 2008 18:39:58 +0000 http://reach.vantagelearning.com/2008/03/29/using-my-tutor-feedback-to-help-revise-narrative-writing/#comment-16 MY Tutor--how does it work? If we want to target the zone of proximal development for students we need to get them at their independent level, while at the same time providing a reach for them that will help them grow. I believe that our My Tutor feedback does this. How? The way in which the My Tutor feedback is set up provides bite size tasks that support writers (bite size chunks of information is a crucial component of literacy instruction for struggling writers) as well as specific writing models (models are another key component of literacy instruction for struggling writers). Our examples model before/after writing. In addition our examples do what Gerald Duffy advocates our literacy teachers do: “demystify.” We do this by providing specific think-aloud models of writers which “demystify” the revision process. In addition, the feedback provides very specific, sequential steps that scaffold students to apply the revision to their own writing. Our instruction will guide students to become what Nancy Sommers calls “independent revisers” and it will also lead them to recognize good writing. MY Tutor–how does it work? If we want to target the zone of proximal development for students we need to get them at their independent level, while at the same time providing a reach for them that will help them grow. I believe that our My Tutor feedback does this. How? The way in which the My Tutor feedback is set up provides bite size tasks that support writers (bite size chunks of information is a crucial component of literacy instruction for struggling writers) as well as specific writing models (models are another key component of literacy instruction for struggling writers). Our examples model before/after writing. In addition our examples do what Gerald Duffy advocates our literacy teachers do: “demystify.” We do this by providing specific think-aloud models of writers which “demystify” the revision process. In addition, the feedback provides very specific, sequential steps that scaffold students to apply the revision to their own writing. Our instruction will guide students to become what Nancy Sommers calls “independent revisers” and it will also lead them to recognize good writing.

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