I help students (both hesitant and confident ones at any grade level) to sharpen and structure their ideas and express them concisely. I point out strengths (we all have them) as well as weaknesses (those, too). Rewriting after a one-on-one discussion is the best way to improve writing skills as shown in the following pieces:
Draft 1.
Every since first grade, I have taken language arts courses, and every year I become better at some aspects of writing. I also inevitably get worse at a different facet of writing that the teacher does not stress. This year I have gotten better at writing concisely, which was a problem that arose when essays were required to be longer, but now they are supposed to be as short as possible.
Whenever I write a paper I spend almost as much time pondering the subject as I actually spend sitting down writing it. It seems like I am trying to put off writing, but I really am not. Sometimes however I really do procrastinate. I actually procrastinate on almost every one of my papers. Whenever I do so I end up doing something unrelated, such as playing video games, or playing outside.
Draft 2
Every year I have improved some aspects of writing but not others. This year I have become more concise, a problem encountered particularly in longer essays.
Whenever I write a paper, I spend as much time pondering the subject as actually writing it. I am a serial procrastinator, with a preference for video or outdoor games.
Do you agree that Draft 2 is an improvement? Working with the writer, we did the following:
To conclude:
I can help to sharpen ideas by pointing out weak words, repetitions, random thoughts etc. which distract the reader and the flow of thought. My goal when working with students (on college essays or any writing assignment) is to make them the editors of their work. Make sense?
Draft 1.
Every since first grade, I have taken language arts courses, and every year I become better at some aspects of writing. I also inevitably get worse at a different facet of writing that the teacher does not stress. This year I have gotten better at writing concisely, which was a problem that arose when essays were required to be longer, but now they are supposed to be as short as possible.
Whenever I write a paper I spend almost as much time pondering the subject as I actually spend sitting down writing it. It seems like I am trying to put off writing, but I really am not. Sometimes however I really do procrastinate. I actually procrastinate on almost every one of my papers. Whenever I do so I end up doing something unrelated, such as playing video games, or playing outside.
Draft 2
Every year I have improved some aspects of writing but not others. This year I have become more concise, a problem encountered particularly in longer essays.
Whenever I write a paper, I spend as much time pondering the subject as actually writing it. I am a serial procrastinator, with a preference for video or outdoor games.
Do you agree that Draft 2 is an improvement? Working with the writer, we did the following:
- Improved the direction of thought, which is now more clear and concise.
- Kept concisely and pondering, but added encountered and serial.
- Combined eight sentences in Draft 1 into four in Draft 2 without omitting anything important.
- Eliminated the repetition of spend, do/doing, procrastinate and playing.
To conclude:
I can help to sharpen ideas by pointing out weak words, repetitions, random thoughts etc. which distract the reader and the flow of thought. My goal when working with students (on college essays or any writing assignment) is to make them the editors of their work. Make sense?
Finding a direction
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Powering forward
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Reaching one's goal
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Displaying one's talent
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