The RAFT strategy helps students write to different audiences through different formats.The letters in RAFT stand for Role-Audience-Format-Topic.Through using this strategy, students begin to understand the role of the writer, how to write to different audiences, how to write in different formats, and how to choose a topic to write about.I chose to include this strategy because many of the other strategies I have used for writing have been the student writing for themselves (notetaking, reader response journal), or writing solely for the teacher, or the student audience.In reality, however, students need to learn to write to a variety of different audiences and in a variety of different formats.Also, I feel like using this strategy allows students to be creative with their writing since they are being asked to take on the role of another person. This helps the teacher determine if the student truly understands the topic in depth because it’s harder to write from a different perspective than it is to write just as a student to a teacher.
This strategy would be good for students who are already proficient writers, but need to be pushed to develop voice and creativity in their writing.This would also be good to use as a partner activity, pairing a less proficient writer with one who is more confident in his/her writing ability.
Procedure:
1. The teacher presents examples of RAFT to students.
2. The whole class brainstorms responses to the four parts of the RAFT strategy relating to a topic chosen by the teacher.The discussion should involve what each part of RAFT means, andmodeling by the teacher of how to use the RAFT guide. If students are not familiar with the different formats presented, the teacher should show examples of each as a model.Also, students who are less familiar with writing from a different perspective might benefit from using RAFT on an easy, familiar topic. Example of RAFT about Migrant Farm Workers
Role
Audience
Format
Topic
Cesar Chavez
Community
Editorial
Pay of workers
Delores Huerta
Relatives
Letter
Working Conditions
Children of Migrant workers
Friends
Diary
Child Labor Laws
Farm Owner
Government
News article
Strike
3. Then students in pairs or independently fill in the RAFT organizer to plan for writing.
Potential Issues:
Problem:
Possible Solutions:
Students may be unfamiliar with formats for writing.
·Teacher may pre-teach the different formats and do some guided or shared writing with each.
Students may lack experience writing in role.
·Teacher can model the technique using shared/guided writing. ·Teacher can show student examples on the internet.
References
Elgin School District U-46. S. (n.d.). Curriculum Road Map. Retrieved April 25, 2009, from RAFT Strategy: http://www.u-46.org/roadmap/dyncat.cfm?catid=309 Jones, R. (2007, 11 11). RAFT Papers. Retrieved April 25, 2009, from ReadingQuest: http://www.readingquest.org/strat/raft.html Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.
Rationale:
The RAFT strategy helps students write to different audiences through different formats. The letters in RAFT stand for Role-Audience-Format-Topic. Through using this strategy, students begin to understand the role of the writer, how to write to different audiences, how to write in different formats, and how to choose a topic to write about. I chose to include this strategy because many of the other strategies I have used for writing have been the student writing for themselves (notetaking, reader response journal), or writing solely for the teacher, or the student audience. In reality, however, students need to learn to write to a variety of different audiences and in a variety of different formats. Also, I feel like using this strategy allows students to be creative with their writing since they are being asked to take on the role of another person. This helps the teacher determine if the student truly understands the topic in depth because it’s harder to write from a different perspective than it is to write just as a student to a teacher.Courses in which it could be implemented:
This could be used across all contents. Look at Elgin U-46’s Curriculum Road Map for examples of how RAFT is used in all subject areas.http://www.u-46.org/roadmap/dyncat.cfm?catid=309
Diverse learners:
This strategy would be good for students who are already proficient writers, but need to be pushed to develop voice and creativity in their writing. This would also be good to use as a partner activity, pairing a less proficient writer with one who is more confident in his/her writing ability.Procedure:
1. The teacher presents examples of RAFT to students.2. The whole class brainstorms responses to the four parts of the RAFT strategy relating to a topic chosen by the teacher. The discussion should involve what each part of RAFT means, and modeling by the teacher of how to use the RAFT guide.
If students are not familiar with the different formats presented, the teacher should show examples of each as a model. Also, students who are less familiar with writing from a different perspective might benefit from using RAFT on an easy, familiar topic.
Example of RAFT about Migrant Farm Workers
3. Then students in pairs or independently fill in the RAFT organizer to plan for writing.
Potential Issues:
· Teacher can show student examples on the internet.
References
Elgin School District U-46. S. (n.d.). Curriculum Road Map. Retrieved April 25, 2009, from RAFT Strategy: http://www.u-46.org/roadmap/dyncat.cfm?catid=309Jones, R. (2007, 11 11). RAFT Papers. Retrieved April 25, 2009, from ReadingQuest: http://www.readingquest.org/strat/raft.html
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.