LEARN NC

K–12 teaching and learning · from the UNC School of Education

Identifying RAFT elements in writing prompts and assignments

Student will read writing prompts and practice identifying RAFT elements: role of writer, audience, writing format, and topic. This is the first lesson in a series of three based upon LEARN NC's 9th grade writing exemplars.

A lesson plan for grade 9 English Language Arts

By Kim Bowen

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Related pages

  • Focus activity using RAFT: Better writing requires consideration of RAFT: role, audience, format, and topic.
  • Using RAFT to determine how to write an informational essay: Students will use RAFT as a tool to determine how to write an informational essay. They will also design a graphic organizer for the assignment as well as compose a rough draft. This is the second lesson in a series of three based on the LEARN NC 9th grade writing exemplars.
  • A “defining moment” in editorial writing: Students will be introduced to the definition mode of writing. Students will learn to define a particular subject by responding in an editorial format. Students will first compose an editorial graphic organizer, which will aid in composing a completed editorial using the writing process. This lesson includes modifications for a Novice Low Limited English student.

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Learning outcomes

Student will be able to read a prompt or writing assignment and determine:

  • his/her role as the writer
  • who the audience is
  • what the format of the assignment should be
  • the specific topic on which he/she must focus

Teacher planning

Time required for lesson

30 to 45 minutes

Materials/resources

Technology resources

Access to 9th Grade Writing Exemplars that have been developed by LEARN NC and NCDPI. The expressive and informational sections will be an integral part of this lesson.

Pre-activities

Students should become familiar with the appearance of various formats of writing such as a friendly letter, a business letter, a newspaper article, the body of a speech, etc. Having examples of these formats in a center is a good idea. Global learners appreciate seeing the final product before they begin a step-by-step development of their own writing.

Activities

  • Explain the concept of RAFT, which was developed in 1982 by Dorothy Vandevanter. Impress upon your students the importance of finding the answers to the four questions before designing a graphic organizer for pre-writing.
  • Using the English I: Expressive Writing prompt about reconnecting with a person who is lost to you, model how to fill in the RAFT diagram for your students, asking them questions about the prompt.

Guided Practice

  • Using the English I: Informational Writing prompt about the good parent, guide your students as they label the RAFT components.
  • At this time, have students circle or highlight any word in the prompt that is confusing or not clear to them. Discuss these terms.

Independent Practice

  • Using the handout of prompts provided, have students label the RAFT components of each. This assignment can be done in class or as homework.
  • At this time, also have students circle or highlight any words whose meanings are not clear and look them up in a dictionary if they cannot determine from context.

Assessment

  1. Teacher will go over the five prompts on the handout and help students determine if they correctly labeled the role of the writer, the audience, the format, and the topic on which they should focus.
  2. In future writing assignments, teacher will note the student’s use of RAFT in understanding the prompt.

Supplemental information

Modifications

Comments

This lesson can stand alone, but it is more meaningful if you apply it immediately by having students read a new prompt; develop a RAFT chart; do a graphic organizer; and write, revise, and edit the resulting paper. There are lesson plans to follow that will address each of these areas. Keep in mind that LEARN NC’s 9th Grade Writing Exemplars has annotated papers from ninth grade students that are excellent teaching tools.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 9

  • Goal 1: The learner will express reflections and reactions to print and non-print text and personal experiences.
    • Objective 1.02: Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience:
      • an understanding of the student's personal reaction to the text.
      • a sense of how the reaction results from a careful consideration of the text.
      • an awareness of how personal and cultural influences affect the response.
  • Goal 2: The learner will explain meaning, describe processes, and answer research questions to inform an audience.
    • Objective 2.02: Explain commonly used terms and concepts that:
      • clearly state the subject to be defined.
      • classify the terms and identify distinguishing characteristics.
      • organize ideas and details effectively.
      • use description, comparison, figurative language, and other appropriate strategies purposefully to elaborate ideas.
      • demonstrate a clear sense of audience and purpose.

  • Common Core State Standards

    • English Language Arts (2010)

      • Writing

        • Grade 9-10
          • 9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 9-10.W.2.1 Introduce a topic; organize complex ideas,...