Type One: Capture Ideas
Type Two: Respond Correctly
Type Three: Edit for FocusCorrection Areas
Type Four: Peer Edit for FocusCorrection Areas
Type Five: Publish
The 5 Types of Writing
John Collins Writing Program
TYPE 3: Writing has content and meets upto 3 specific standards called FocusCorrection Areas. It is read aloud andreviewed by the writer.
TYPE 4: TYPE 3 writing that is read aloudand critiqued by another (teacher, peer)
TYPE 5: Writing of publishable quality
Type 3
•Has content and meets up to3 specific standards calledFocus Correction Areas(FCAs)
•Type 3 (and Type 4) movestudents from recordingideas to refining them
•Student must create a draft;revising and editing are doneon the draft by the writer
•Is read aloud by the writer
More About Type 3
Things that differentiate Type2 from Type 3:
•Not timed
•Not a mandated number oflines
•Focus correcting
•Oral reading & editing
Type 3’s
FORM: Can take any form (picture with acaption, poster, paragraph, vocabularycard, sentence, essay, letter)
AUDIENCE(S): The student (reads it aloud toher/himself) and the teacher (who will read& evaluate it based on FCAs).
ORAL READING: The student reads his/herdraft from beginning to end withoutstopping to fix anything. On the secondread he/she evaluates his/her writing basedon the following questions:
Oral Reading & Editing
Students read aloud toanswer…
1.Did I complete theassignment?
2.Does the compositionsound right? Is it easy toread?
3.Do I have problems withthe FCAs?
The ears hear what the eyes cannot see.
FOCUS CORRECTION AREAS
Students zero inon 1-3 assignedaspects of theirwriting.
Studentsimprove only ahandful of skillsat any one timenever feeloverwhelmed byhaving to focus ontoo many things.
Students cover andmaster numerousFCAs per year,resulting insignificantimprovement intheir writingabilities.
Formatting a Type 3 Paper
Type 3 ( 10) Name
3 or more rich, relevant details – 40 1/4/15
3 new vocabulary used & spelled correctly - 40
Dialogue is punctuated correctly – 20
Title: The Dangerous Ride
X
X
X
The numberof Type 3swritten
FCA’s
Name &Date
Type ofWriting
Title
X remindsstudent toskip lines
Tips when assigning FCAs
•Differentiate: same assignment for all students andassign different FCAs based on skill levels
•Only comment on FCAs
•Choose FCAs from content, organization, conventionor style
•Avoid subjective FCAs, i.e., 10 pts for originality
•The less mature the writer, the more specific the FCAs
•Should be quantifiable. List appropriate points to beearned for each FCA. If one FCA is to include 3 facts,the points for the FCA should be divisible by three (30,45, 60)
•Ask students to circle the FCAs in their writing and/ornumber them in the margin…this speeds up thecorrection process
FCAs
6 details – 3 words; 3numbers – 60 pts
Topic Sentence – 20 pts
Conclusion – 20 pts
Student Directions
# of details _______
Circle topic sentence
Conclusion ✓
More Sample FCA’s
Writing Task: What does this graph tell you?