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Have students begin a writing task—like an autobiography or observation essay, or something more specific, like a restaurant or video game review—by looking at various examples.
The first short scaffolding task might be to write a paragraph about which examples the students preferred, what one technique an author used that they would like to try, and what one choice a writer made that they would never do, then—for all these points—explain why.
Help students get past the idea that writing must be right the first time. I suggest to my students that all writers are developmental writers—that we all learn, change, and adapt as we read, write, and live.
They may then become open to different ways of organizing, gain new insights, and consider additional details that the audience might need to know. I also suggest to them that writing is like a sport, that it requires practice, coaching, and time, and that my role is more akin to coach and umpire than teacher.
After they have written at least one more draft, have the students complete their assignments and hand them in.