Post 2 Jose Di Paola

 I initially found it difficult to focus on any singular takeaway from Chapter 3 and the documents. The letter to parents writing prompt seemed far removed from the guide for assessing a student’s draft. I feel the important connection between the topics is how they relate to specific stages of the writing process. The goal as a tutor is to determine which part of the process a student is at and coax them to the next stage. With that in mind, I have to identify the proper time to utilize each resource. The 4 rhetorical moves are helpful for drafting the introduction of a research paper, as well as for further revision of the introduction. The guide to assessing drafts covers both sentence level and global revision. The coding scheme for tutoring offers tips that are applicable to each stage of the process. One should avoid confusing the student with things like sentence-level revision when they’re still drafting. 

 

The letter to parents writing prompt is the most difficult document to relate to a stage in the writing process, but it still can be useful for the prewriting phase. Students often struggle with how to start during the prewriting phase, especially on a graded paper. An unrelated prompt provides an opportunity to examine their own skills and writing process without worrying about performance. 

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