Final Drafting

Author: Jill Torrey Emmons
Editor: Scott R. McDaniel

Time: 1 class period
10 minutes to review lesson
Materials: Time scheduled in the computer lab if possible.

In this final lesson of the term, students will apply the essay writing skills they have acquired in order to create a final essay with a thesis, an introduction, conclusion, supporting details, topic sentences, and transitions. The final product should be a clean and nearly error-free essay which satisfies all the predetermined requirements. Students will have time in class to work on the writing of these final drafts. The instructor may choose to spend this class period in the computer lab in order to allow students to type their final drafts. This class will also provide the students with a last chance to ask the instructor for last minute ideas or guidance. Short mini-conferences with each student will provide this opportunity.

Purpose – The goal of this lesson is to allow students to apply what they have learned about essay composition and demonstrate that they have acquired the basic skills necessary to construct a cohesive, well-researched essay.

Students will be able to:
1. Apply the various skills learned during this unit in the writing of the final draft of their final project essays.
2. Compose an academic essay with a complete introduction, body paragraphs, and conclusion. Thesis statement should be clear, mistakes in writing should be few and not obvious unless searched for, transitions should be apparent, and writing should be fluent.

National English Education Standard
Standard 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Teacher Background
The instructor should be familiar with the components of an academic essay (previously discussed).

Related and Resource Websites



1. This class period is designed more as “work time” for students rather than a lesson. If you wish, this planned work period may be omitted, but it is often useful. At this point, students have been given all the tools necessary to construct an academic essay which fulfills the project parameters.

2. Students should work on producing a polished, typed final copy, in which all the previously taught concepts are incorporated. This period is best spent in the computer lab - encourage each student to bring his/her rough draft and a floppy disk.

3. As students are typing their final drafts, you may wish to call each student up to speak with you individually about the status of his/her paper. Depending on your class size and the amount of time you have, this may prove a challenge - but it is usually well worth the effort.

4. Ask each student how he feels about his final project essay. Is there any section that they are having trouble with? Perhaps you can take a moment to read one section, a sentence, or paragraph which is particularly problematic for the student. Offer advice and direction where necessary.

Remind students that their final drafts are due the following day (if that is the case). Final drafts should be typed and formatted according to your specifications.

Final drafts should be completed and handed in the following day if appropriate.

Embedded Assessment
No assessment for this lesson. Final essays will be evaluated for correct implementation of essay concepts learned.

PULSE is a project of the Community Outreach and Education Program of the Southwest Environmental Health Sciences Center and is funded by:

NIH/NCRR award #16260-01A1
The Community Outreach and Education Program is part of the Southwest Environmental Health Sciences Center: an NIEHS Award


Supported by NIEHS grant # ES06694

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Last update: November 10, 2009
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