RICO Revision Questions
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Name:
Date:

Topic:
Audience:
Purpose:
While you are writing, consider your process and strategies. Ask yourself questions that help you refine your writing. Reread your work to analyze it to make it more clear to your reader.EALR
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Consider and Reflect during and after writing --4321
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Consider these questions and revise your work -- reflect on your success or need to improve:Quality; Excels; Extra MileQuality; CompleteNeeds Improvement; Review questions and requirementsIncomplete4.1, 4.2
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How well did you:
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Reflection (After Writing--RICO)
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Refine: Refine your work? How did you make your message clear (see PERCS above)? What were the strengths and weaknesses in your piece, and how did you revise to make your message clear to your audience?1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3
3.1, 3.2
3.3
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Is your message clear to your reader/viewer? (PERCS) Where are your strengths and weaknesses? How did you revise to be clear? RateEvidence
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1. How did you generate ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., web, folded paper, free write, outline, list, T-chart for comparing)? 2. How did you uses prewriting to determine purpose, understand your audience, research background information, decide on your theme, andr organize your ideas?4 3 2 11.1
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Explain how you 1. Refer to prewriting plan.·       2. Drafts according to audience, purpose, and time.·   3. Assesses draft yourself and get feedback to decide to keep, change, or start drafts.4 3 2 11.2
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1. How did you revise your writing, including changing words, sentences, paragraphs, and ideas? Who helped you? 2. How did you decide to either change or keep you ideas based on your feedback? When you read and reread your writing, what changes/decisions did you make -- read once forbetter ideas (examples, evidence, experiences, explanations, details, 5ws, dialogue, take out clutter/unnecessary information), read another time for word choice (nouns, verbs, similes, personification, imagery-sights/sounds), and read one more time for sentence fluency (different beginnings, different lengths)? 4 3 2 11.3
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How often did you identify and correct errors in grade level conventions-- spelling, capital letters, grammar, punctuation?    Did you use multiple resources (e.g., dictionary, peer, adult, available technology, writing guide)?·      Did you proofread final draft for errors? Did you write legibly?4 3 2 11.4 and 3.3
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Did you publish a final piece of writing, including pictures, citations, and words?4 3 2 11.5
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How did you think about your reader (audience)? Did you add what the reader would not know? Did you explain so the reader would understand? Did you think about the other person's culture and age so you would know how to say things (to be polite and appropriate) and what to include (so the reader would understand your ideas)?4 3 2 12.1
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Did you remember your purpose? Did you include in your writing different forms so the reader could understand (a poem, a conversation, a letter, a story)? For instance, did you describe with details or write a poem in your story to explain your experience? Did you write both a memoir and a fiction piece?4 3 2 12.2; 2.3
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1. Consider ideas and word choice: Where did you choose specific details about the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other)?      Where did you use personal experiences, observations, and/or research to support opinions and ideas (e.g., appropriate details, examples, and anecdotes to explain)?·       Where did you develop your characters (e.g., how the character looks, talks, acts, and thinks) and setting (e.g., develops setting as character changes location)? 2. Consider organization: Where did you write unified, cohesive paragraphs (logically presented details; spatial order; chronological order) and how did you write an effective introduction/beginning and ending to connect and conclude your main idea? What transitions did you use to make your ideas flow from one to another?4 3 2 13.1
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1. Consider word choice: How did you choose language appropriate for your audience and purpose?.·    such as: precise language in poetic and narrative writing?  and literary devices (e.g., simile, metaphor, personification)?      and poetic devices (e.g., repetition, rhythm, rhyme schemes, alliteration, assonance)? 2. Consider sentence fluency: How did you use a variety of sentences, such as: a variety of sentence lengths for effect (e.g., “Up in her bedroom, behind her closed door, the girl stamped her foot in rage, wishing she could go to the picnic. Grounded!”), a variety of sentence structures (e.g., uses appositive phrases: “The 7th grade teacher, the busiest woman on the staff, still had time for all of her students.”), or a variety of sentence beginnings (e.g., starts with a participial phrase: “Laughing loudly, they walked down the hall.”)?4 3 2 13.2
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InventInvent your ideas and presentation of them? How did you take what you learned about your topic and about writing to create this piece? What risks did you take? How did you push yourself to improve and demonstrate your understanding in your style?2.1, 3.1, 3.2
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What makes this work inventive? How did you take risks or push yourself?RateEvidence
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How did you think about what your reader needed, and respected your readers' cultures and view points? How did you answer: Who will read this, and how will I write this for those readers?4 3 2 12.1
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How did you narrow your topic to one message? How did you choose ideas and details to create that message for your reader? How did you write in a style is your style to show your voice, your attitude, your passion to the reader?4 3 2 13.1
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How did you write in a style that is your style to show your voice, your attitude, your passion to the reader?4 3 2 13.2
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Connect: Connect with your project? What is the situation or context for your project? What was important to you? Who was your audience and how did you connect with them? 2.2, 3.2
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Who is the audience? How will they connect? What is the context -- the situation?RateEvidence
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How did you decide what the reader would ask, and how did you write to answer your readers' questions? How did you answer the questions: What does the reader need to know? If the readers only have my words, what words will they need to imagine MY ideas?4 3 2 12.2
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Consider your audience and purpose: 1. How did you choose the appropriate voice/style for your reader-- Did your reader need a formal or informal style, and how did you know? 2. How did you share your perspective or the perspective of your character -- how did write so the reader understood you or your characters?4 3 2 13.2
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Own:
Own your work? Are you proud of this piece of writing/work? What would you need to do to be more successful next time? What are your strengths? weaknesses? So what are your goals?4.1, 4.2
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Are you proud of your work? What do you need to be successful next time (your strengths, weaknesses, goals)?RateEvidence
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Did you use and can you find evidence of you author's craft: ideas/details ( details, description, examples, experiences, mind movies, 5Ws, dialogue), word choice (action verbs, precise nouns, figurative language, imagery--sights and sounds), voice (style of sentences, attitude, commitment), sentence fluency (different lengths and beginnings), organization (introduction/exposition, paragraphing, flow, format (narrative story, experience/memoir, essay/report, opinion/argument) conclusion/resolution)4 3 2 14.1
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Did you provide feedback on author's craft with supporting evidence of what part succeeded and what part needed improvement?4 3 2 14.1
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What are your successes (writing process and writing traits--author's craft)? On what do you need to improve (writing process and (writing process and writing traits--author's craft)?4 3 2 14.2
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StandardsTitle and Location of your evidence
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Writing Process:
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1.1 — Prewrites to generate ideas and plan writing.
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1.2 — Produces draft(s).
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1.3 — Revises to improve text.
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1.4 — Edits text.
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1.5 — Publishes text to share with an audience.
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1.6 — Adjusts writing process as necessary.
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TAP = F (Topic, Audience, Purpose determines Format)
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2.1 — Adapts writing for a variety of audiences.
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2.2 — Writes for different purposes.
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2.3 — Writes in a variety of forms/genres.
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2.4 — Writes for career applications.
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Plan, Develop, Organize, Stylize, Edit
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3.1 — Develops ideas and organizes writing.
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3.2 — Uses appropriate style.
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3.3 — Knows and applies writing conventions appropriate for the grade level.
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Reflect, Evaluate, Set goals
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4.1 — Analyzes and evaluate others’ and own writing.
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4.2 — Sets goals for improvement.
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Reflection
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