Jennifer Yates

Dr. Casey
ELD 395
October 30, 2014
Writing Sample
A students writing can help a teacher learn from their students. The writing that the
students produce helps teachers discover what the student is struggling with as well as the
weaknesses that the students have. The writing pieces that I selected to analyze belong to a hardworking student who is often trying to help the other two students sitting at her table with her.
Upon looking at her writing I have noticed that her writing is strong, but could use some
improvement. The student is able to explain her ideas, but has problems with the organization of
her paper.
In the first sample that I selected the student was tasked with writing a summer reading
essay about the theme of the book that the student selected to read over the summer. Throughout
the essay I noticed that the student needed to work on her organization skills. The theme of the
book is introduced in her second paragraph, instead of in the first. Also the student tends to refer
to her paper within her paper. I also noticed that the student struggles with determining when an
apostrophe is needed and when it is not, in the second paragraph she uses the word wants, but
places the apostrophe between the T and S, wants. This is the improper way to use the
apostrophe, to make the word plural she does not need the apostrophe. Also she does not need it

because she is not forming a contraction for want and is. Later in her essay she is trying to use
the word thats, but instead spelled it thats. In this case, she did not recognize that the
apostrophe was needed in order to signify that she was forming the contraction for that and is.
This also occurs several other times throughout her essay. In her second paper, which was a
realistic fiction story, she did not have a problem with contractions or pluralizing a word, but
that may be attributed to her use of the computer to type it.
Looking closer at the second sample I noticed the student had spelling areas. At certain
times the student substituted the word couch for the word coach. The student did not proofread
her work, and because Microsoft Word would not pick up on that mistake, the student submitted
her draft like that. Spelling mistakes were also noticeable in the summer reading essay, where
she spelled words like third, second, fought and when as: therd, Seconde, fough and whene.
Another thing that I noticed that was throughout her paper there are times that she does not
capitalize the beginning of the sentence. In her hand written essay, the summer reading essay,
she does not have this problem. This leads me to believe that she may have assumed that
Microsoft Word would automatically correct it, and because of the lack of proofreading, she did
not catch the mistakes.
If this student were in my class I would emphasize the importance of, as well as the
proper use of, apostrophes. There would be a generalized mini lesson for the class that explains
when they need to be used, and when they do not need to be. I think that this student would
benefit greatly from that. I also think that I would devote a mini lesson, or an entire class period,

to the importance of proofreading. I would also allow the students to proofread their work in
class on days of revision and editing. I also believe that the student would find benefit in that. I
believe that a majority of the problems in her writing are due to her lack of editing. Another area
that I would focus of would be spelling. When conferencing with the student I would provide
her with exercises to practice her spelling so that she can improve and learn the spelling of basic
words that are necessary for her vocabulary.