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Writing Restaurant Reviews

Instructional Sequence Steps. Writing Restaurant Reviews . Brief description of the writing assignment. Students will write a review of a local breakfast place, or a tea/coffee/juice shop, and the experience they had there. 3-5 pp, double spaced, typed. Task: Instructional Sequence.

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Writing Restaurant Reviews

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  1. Instructional Sequence Steps Writing Restaurant Reviews

  2. Brief description of the writing assignment • Students will write a review of a local breakfast place, or a tea/coffee/juice shop, and the experience they had there. • 3-5 pp, double spaced, typed

  3. Task: Instructional Sequence • Come up with a sequence of activities that scaffold the writing task you’ve set for students. Be sure the instructional sequence addresses all stages of the writing process, from percolating/prewriting to publication. The sequence should include at least 8 separate steps from initial percolating activities through the final draft. The sequence should reflect careful scaffolding of the most difficult dimensions of the writing task and should follow a logical order.

  4. Brainstorm list of restaurants – within geographical reason – that students could go to and then review • topic choice, • whole group work • Percolating/predrafting/prewriting

  5. Consider question of why they might need to go twice (or more…). What is it about an assignment like this that might require “repeat visits”? • Whole class work (discussion) • Exploration of the task, goal: understand the task more fully. • prewriting

  6. Read specific restaurant reviews (two for first reading assignment) • Homework • Individual work • Further understanding the assignment • Seeing models • predrafting

  7. Brief written response to restaurant reviews • Questions • what is the author trying to do in this piece (purpose)? • What are the categories or subtopics the author touches on in the review? • Could be done as homework; could be in class work • Individual work

  8. Discuss written responses, with a goal of generating a list of categories the reviewer touches on in her review. • Whole class work (could start small group) • Helps students think about organization • prewriting

  9. Go out to restaurants (have fun…) • Small group work • Data gathering • prewriting

  10. Come back and talk about experiences • Whole class work (could be small group and/or whole class) • Making sense of data • Prewriting (still!!!...)

  11. Write three paragraphs about the experience • Drafting • Homework (could be in-class) • individual

  12. Peer response around the three paragraphs • Small group • Audience • revising

  13. Preparation for next visit • What do you need to focus on, or focus on more, in the second visit? • Data gathering

  14. Go out to restaurants a second time • Revising • More data gathering

  15. Expand three paragraphs into a 2-3 page draft • Drafting and revising

  16. Teacher collects papers and provides feedback • Scaffolding: collaboration • Individual

  17. One on one conferences on drafts

  18. Final revision and editing • Revision • Editing • Individual work • Homework (out of class) could spend time in class also

  19. Publishing • How about compiling them and circulating them around the school? • Or, just sharing them in class somehow

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