hamlet raft assignment

Using the RAFT Writing Strategy

About this Strategy Guide

This strategy guide introduces the RAFT technique and offers practical ideas for using this technique to teach students to experiment with various perspectives in their writing.

Research Basis

Strategy in practice, related resources.

The more often students write, the more proficient they become as writers.  RAFT is a writing strategy that helps students understand their role as a writer and how to effectively communicate their ideas and mission clearly so that the reader can easily understand everything written.  Additionally, RAFT helps students focus on the audience they will address, the varied formats for writing, and the topic they'll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from multiple perspectives, and to gain the ability to write for different audiences. In the book, Strategic Writing , Deborah Dean explains that writing for differing purposes and audiences may require using different genres, different information, and different strategies. Developing a sense of audience and purpose in writing, in all communication, is an important part of growth as a writer.

RAFT assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they are studying.  Students learn to respond to writing prompts that require them to think about various perspectives:

• R ole of the Writer: Who are you as the writer? A movie star? The President? A plant?
• A udience: To whom are you writing? A senator?  Yourself? A company?
• F ormat: In what format are you writing? A diary entry? A newspaper?  A love letter?
• T opic: What are you writing about?

Santa, C., Havens, L., & Valdes, B. (2004). Project CRISS : Creating Independence through Student-owned Strategies . Dubuque, IA: Kendall Hunt.

Dean, Deborah. 2006. Strategic Writing: The Writing Process and Beyond in the Secondary English Classroom . Urbana, IL: NCTE.

• Explain to your students the various perspectives writers must consider when completing any writing assignment.  Examples of different roles, audiences, formats, and topics can be found in a list of Picture Book RAFTs by Doug Fisher and Nancy Frey .
• For instance, if students are reading To Kill a Mockingbird , you may have students respond to the issues in the story as various characters to different audiences in multiple formats.
• Have a class think-aloud to come up with ideas for the piece of writing that you will create as a group.  Model on a whiteboard, overhead projector, or chart paper how you would write in response to the prompt.  Allow student input and creativity as you craft your piece of writing.
• Give students another writing prompt (for which you have already chosen the role, audience, format, and topic) and have students react to the prompt either individually or in small groups. It works best if all students follow the same process so the students can learn from the varied responses of their classmates.
• Choose a few students to read their RAFT aloud.  Have a class discussion about how each student created their own version of the RAFT while using the same role, audience, format, and topic.
• As students become comfortable in reacting to RAFT prompts, give students a list of options for each component and let them choose their role, audience, format, and topic.
• Eventually, students may choose a role, audience, format, and topic entirely on their own.  Varied prompts allow students to compare and contrast multiple perspectives, deepening their understanding of the content when shared.
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RAFT Writing Strategy & Examples

The RAFT writing strategy is a powerful tool for students to use when composing a variety of writing pieces. The acronym RAFT stands for Role, Audience, Format, and Topic. By considering these elements, students can create a clear and focused writing piece that effectively communicates their message to their intended audience.

It is not clear who originated the RAFT writing strategy. However, it has been widely used in education as a way to help students understand the elements of writing and improve their writing skills. It has been used in classrooms across the United States and in other countries, and has been embraced by teachers and students alike.

The “Role” element of RAFT refers to the perspective or voice that the writer will take on in their writing. This could be the first-person perspective of the writer themselves, or it could be the third-person perspective of a character or narrator.

The “Audience” element refers to the intended readers of the writing. Consideration of the audience is important because it will affect the tone and style of the writing, as well as the content that is included.

The “Format” element refers to the structure or form that the writing will take. This could be a letter, a speech, a news article, or any other type of written communication.

Finally, the “Topic” element refers to the subject matter that the writing will cover. This could be a historical event, a personal experience, or an issue of public concern.

Who benefits most from the RAFT strategy? 

The strategy is beneficial for all students, but it can be particularly helpful for those who struggle with writing organization and clarity. By breaking down the writing process into these four elements, students can more easily plan and structure their writing, which can lead to more effective and engaging communication.

There are several reasons why the RAFT strategy is good for students.

First, it helps students focus their writing by requiring them to consider the purpose and audience of their piece. This can make the writing process less overwhelming, as students know exactly what they are trying to accomplish and who they are trying to reach.

Second, the RAFT strategy allows students to think creatively and flexibly about their writing. By considering different roles, audiences, formats, and topics, students can come up with new and unique ideas for their writing.

Third, the RAFT strategy helps students to better understand the purpose and function of different types of writing. By considering the format of their piece, students can learn about the conventions and expectations of different forms of written communication, such as letters, speeches, or articles.

Fourth, the RAFT strategy encourages students to consider the needs and perspectives of their audience. By thinking about who their readers are and what they might be interested in, students can better tailor their writing to their audience.

Fifth, the RAFT strategy helps students to improve their writing skills overall. By considering the various elements of their writing, students can ensure that their pieces are well-organized, clearly written, and effectively communicate their message.

To use the strategy, students can follow these steps:

• Determine the role that they will take on in their writing. Will they be writing from their own perspective, or will they be taking on the perspective of a character or narrator?
• Identify their intended audience. Who will be reading their writing? What are their interests and needs?
• Select a format for their writing. What type of written communication will best suit their purpose and audience?
• Choose a topic for their writing. What subject matter will they be covering?
• Plan and organize their writing, keeping in mind the elements of RAFT.
• Write their piece, using the RAFT elements to guide the content and structure.
• Edit and revise their writing, paying attention to the clarity and effectiveness of their communication.

RAFT Writing Assignment Examples

Example Writing Assignment #1

Role: You are a scientist studying the effects of pollution on marine life.

Audience: The mayor of your city

Format: Letter

Topic: The importance of reducing pollution in our oceans

Instructions:

As a scientist studying the effects of pollution on marine life, you have seen firsthand the devastating impact that pollution can have on the oceans and the creatures that call them home. You are writing a letter to the mayor of your city to persuade her to take action to reduce pollution in the oceans. In your letter, be sure to explain the negative effects of pollution on marine life, provide examples of specific species that are being affected, and suggest specific steps that the city could take to reduce pollution. 

Example Writing Assignment #2

Role: You are a student at a local high school

Audience: Your classmates

Format: Persuasive speech

Topic: The importance of getting enough sleep

You are giving a persuasive speech to your classmates to encourage them to prioritize sleep and to explain the benefits of getting a good night’s rest. In your speech, be sure to explain the negative effects of not getting enough sleep, such as poor grades, difficulty concentrating, and a weakened immune system. Provide examples of the benefits of getting enough sleep, such as improved mood, better grades, and better overall health. 

Example Writing Assignment #3

Role: You are the nursing home director

Audience: The nursing home’s board of directors

Format: Memo

Topic: The importance of providing more nutritious food for nursing home residents

As the nursing home director, you are responsible for the well-being of the residents in your care. You have noticed that the food being served to the residents is not as nutritious as it could be, and you believe that this is having a negative impact on their health. You are writing a memo to the nursing home’s board of directors to suggest that the food provided to residents should be more nutritious. In your memo, be sure to explain the negative effects of poor nutrition on the health of nursing home residents, provide examples of specific health issues that could be caused by a poor diet, and suggest specific steps that the nursing home could take to improve the nutrition of the food that is served. 

Example Writing Assignment #4

Role: You are a high school student

Audience: Your parents

Format: Persuasive letter

Topic: The importance of traveling to Europe during the summer

As a high school student, you are excited about the opportunity to travel to Europe during the summer. However, you know that your parents might have concerns about the cost and safety of such a trip. You are writing a persuasive letter to your parents to convince them that it is important for you to travel to Europe during the summer. In your letter, be sure to explain the benefits of travel. Provide examples of specific experiences and opportunities that you would have on the trip, and address any concerns that your parents might have about cost and safety. 

In conclusion, the RAFT writing strategy is a valuable tool for students to use when composing a variety of writing pieces. By considering the role, audience, format, and topic of their writing, students can create a clear and focused piece that effectively communicates their message to their intended audience. Whether you’re a student navigating the choppy waters of high school English or a seasoned sailor navigating the vast ocean of professional writing, the RAFT strategy is sure to keep you afloat.

Ms. George's Class

Teaching While Using Marzano's Strategies

March 5 by admin

How I Successfully Used the RAFT Strategy

RAFT strategy?  What is that?  It is a strategy that can be used in any subject area.  RAFT stands for Role/Audience/Format/Topic, and writing from this aspect will provide students the opportunity to write from a perceptive that shows a better understanding and a higher level in their writing (Blackburn 56).  I read about this strategy while reading Rigor Is Not a Four-Letter Word by Barbara R. Blackburn.  I immediately used this strategy in the fall with my career exploration classes, and students were engaged and able to complete the task. I used this strategy again with my spring career exploration classes, and students were eager to begin this strategy.  The RAFT strategy is a great strategy to assess the student’s knowledge of the lesson you taught.

                Last fall, I instructed the whole class that they were to prepare a brochure on the topic of stress and how to relieve stress for high school students.  Their role was a high school counselor developing a  brochure for 8 th -9 th grade students.  I showed them a model of what was expected and a rubric.  Students had two class periods to complete the tasks and were allowed to use articles and worksheets we used for the topic of stress.  This strategy worked well. The information was correct and informative.  One negative was the design of the brochure.  I work at an art school, and many of the artists are perfectionists.  Although they were given two days and encouraged to work on it at home, they did not finish the artwork. 

                This semester, I deleted the artwork for the RAFT strategy.  Last week, I posted five RAFT worksheets around the classroom.  Students were instructed to write a 75-word speech or letter about work ethic skills.  They were given a rubric for this assignment and discussed the expectations for this assignment in a think-pair-share mode.  I gave students three minutes to walk around the classroom and decide on their RAFT assignment.  I was impressed and shocked by the engagement of the students.  Students quickly chose an assignment and began writing.  Students were discussing which RAFT was better and they started working.  Each class was given 15 minutes to write and instructed to finish it over the weekend. 

I walked around the room to observe students working, and most of the students chose to be the parent or teacher.  The students were adding the 7 As of work ethic skills (attitude, attendance, appearance, ambition, acceptance, appreciation, and accountability) and explaining each skill.  According to Blackburn, “when students are asked to write for a genuine purpose and audience, they tend to complete the assignment more effectively” (56).  I witnessed passion when they were writing because they decided their role and what they wanted to express when writing about the 7 As.   In each class, I gave the opportunity for four-five students to read their RAFT aloud.  I was impressed by how they wrote from their roles. Not only did I provide rigor to the assignment, but also differentiation instruction.  Students chose the area where they were strong and were able to produce successful pieces.  Also, students were writing more than 75 words because they knew they would write more and elaborate on the topic. 

                In conclusion, the RAFT strategy provides rigor and differential instruction because students are able to show what they know and write to an authentic audience.  This strategy can be used for every subject, including math.  I saw a math teacher making copies of a RAFT form for her class. My students appeared to be more engaged and eager to write from a different perspective.  I asked my students if they had ever completed a RAFT, and they quickly said no and continued to work on their assignment.  It’s those moments that make me passionate about students learning and teaching. 

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A Guide to the R.A.F.T. Writing Strategy Across Content Areas

Why is RAFT writing one of the most effective writing strategies, particularly across all content areas and subjects? Before we share how it enables fluency and purpose, incorporates the elements of effective writing, provides students with a choice that is on grade level, and engages students to explain what they know and elaborate, let’s first talk about how different writing styles contribute to learning and understanding.

How Writing Pulls Back the Curtain

Heard often in classrooms: “I know the answer but I can’t explain it!” The problem here is a student who suffers from messy thinking and the simple answer to clearing that confusion might be writing.

Research has proven that writing crystallizes cloudy thinking, yet teachers often miss opportunities to provide students a venue for becoming aware of what they know and do not know. Another missed opportunity arises from a misunderstanding of types of writers.

What many mistake as writer’s block is actually a block in thinking.

Dianne Boehm simplifies this concept in her book Mozartians, Beethovians, and the Art of Teaching Writing . She describes writers as either Mozartians or Beethovians:

• Beethovians are discoverers who discover what they think during the writing process. They actually generate their ideas as they write. These writers are very messy writers who write in a non-directed way. This writing almost always needs a great deal of revision.
• Mozartians , by contrast, are planners. They mentally compose before they ever put pen to paper, working in a linear way focusing on what comes next. As they write they tend to recall what they know and organize that information as they write. Their revision process isn’t nearly as broad because they have mentally composed, revised, and edited throughout the composition process. 

Either type of writer is using writing in a way that contributes to learning and understanding.

Effective Writing in the Classroom

Regardless of which type of writer you or your students are, the implications are the same. Writing is the ideal vehicle for getting at what students understand and don’t understand. Junior Teague wrote that “nothing is so simple that it cannot be misunderstood.” All teachers have an amusing personal anecdote that illustrates the truth of this statement. The stories lose their humor, however, when we are honest about how much misinformation escapes our notice . Students are gifted at staying below the radar of our formative assessments, but writing pulls back the curtain.

Writing can help content area teachers in their efforts to provide students with opportunities to connect prior knowledge. It provides an ideal vehicle for summarizing strategies that benefit both the student and the teacher with shared insights to understanding. Writing helps students organize their thinking, create new knowledge, and make tentative ideas become permanent ones.

R.A.F.T.: The Best Writing Strategy For All Content Areas

Of course, there are numerous writing strategies to choose from.  However, in my opinion, the best writing strategy is the R.A.F.T. strategy.

Effective writing enables students to write fluently and purposefully for an audience. R.A.F.T. can help you identify and incorporate the elements of effective writing . The R.A.F.T. strategy engages students in explaining what they know about a topic and then elaborating. In addition, it provides students with a choice that is on grade level.

What is the R.A.F.T. Strategy?

The R.A.F.T. stands for:

• Helps the writer decide on point of view and voice.
• Reminds the writer that he must communicate ideas to someone else.
• Helps the writer determine content and style. 
• Helps the writer organize ideas and employ the conventions of format, such as  letters, interviews, and story problems. 
• Helps the writer focus on main ideas. 

R.A.F.T. Procedure: 

• Think about the concepts or processes that you want students to learn as they read a selected passage. Consider how writing in an interesting way may enhance students’ understanding of the topic. 
• Brainstorm possible roles students could assume in their writing.
• Decide who the audience would be as well as the format for writing.
• After students have finished reading, identify the role, audience, format, and topic (RAFT) for the writing. Assign the same role for all students or let them choose from several different roles.

R.A.F.T. Scoring Rubric: 

Table of Contents – R.A.F.T Writing Examples

• 1st Grade – ELA
• 2nd Grade Math – Money
• 2nd Grade Science – Plants
• 3rd Grade ELA – Charlotte’s Web
• 3rd Grade ELA – Character Perspective
• 5th Grade Math – Decimals
• 4th Grade Science – Astronomy
• 6th Grade Math – Geometry
• 7th Grade Science – Invasive Species
• 8th Grade Social Studies – Taxation
• 9th Grade ELA – Inferencing
• 9th Grade ELA – Anaylzying Viewpoints
• 10th Grade Science – Anaylzying Viewpoints
• Subject Area: Social Studies
• Subject Area: Science
• Subject Area: Math
• Subject Area: ELA

1 st Grade RAFT Example for English/Language Arts: How to Write a “How To” Paragraph

2 nd Grade RAFT Example for Math: How Do People Pay for Things

2 nd Grade RAFT Example for Science: Lesson on Living Things: Plants

3 rd Grade RAFT Example for English/Language Arts: Charlotte’s Web

• Role: You will assume the role of Wilbur or Charlotte.
• Audience: The audience is “himself” or “herself.”
• Format: In reading this story, we discussed the unusual friendship between a pig named Wilbur and a barn spider named Charlotte. When Wilbur was in danger of being slaughtered by the farmer, Charlotte writes messages praising Wilbur, such as “Some Pig” in her web to persuade the farmer to let him live. The format you will use is a personal journal or diary. Assume or pretend that your chosen character talked things over in his or her head, as the action of the story played out. What was he or she thinking? How did it feel? What did he or she think that the farmer should do? How can you describe these things? When you assume the role of Wilbur or Charlotte, you will be using words to describe how you feel—you will become the character.
• Topic: The actions taken to save Wilbur from slaughter.
• Writing Task: Write a response in which you assume the role of Wilbur or Charlotte. You must decide what you think he or she was thinking and feeling, and then describe it in detail. Use specific references to the text. You should have at least four or more references to the text and at least three quotations. Your response should be at least five paragraphs long.

3 rd Grade RAFT Writing Example for ELA: Character Perspective

5th Grade RAFT Example for Math: Decimal

4th Grade RAFT Example for Science: Astronomy

6 th Grade RAFT Example for Geometry Lesson: Types of Angles

7 th Grade RAFT Writing Example for Science: Invasive Species

8 th Grade RAFT Writing Example for Social Studies: Taxation Without Representation

9 th Grade RAFT Example Lesson on Inference Using John Steinbeck’s, “The Pearl”

• Role: You will assume the role of Juana, wife of Kino in John Steinbeck’s, The Pearl.
• Audience: The audience is “herself.”
• Format: In reading the novel, we considered the “Song of Evil” and the “Song of the Family;” now, you are to create Juana’s “Song to Herself.” The format you will use is a personal journal or diary. Assume or pretend that Juana communicated with herself, talked things over in her head, as the action of the story played out. What was she thinking? How did it feel? What did she think her family should do? Now, how can you describe these things? When you assume the role of Juana, you will be using words to describe how you feel—you will be singing the “Song of Herself.”
• Topic : The time you will use is during the action of The Pearl and speculation on what happened afterward—what did the family do after they threw the “pearl of the world” back into the ocean?
• The Writing Task: Write a response in which you assume the role of Juana, wife of Kino in John Steinbeck’s The Pearl. You must decide what you think she was thinking and feeling, and then describe it in detail. Use specific references to the text. You should have at least seven references to the text and at least three quotations. You must also specifically mention all four of the essential questions, which is cake because Juana is an indigenous female in a sexist and racist culture that was neither fair nor just because those in power—including her husband—used it over the powerless, a group of which she is a member. Your response should be at least two typed double-spaced pages in 12 point font.

9 th Grade RAFT Example for ELA: Analyzing Viewpoints Lesson

Writing Task: There are many views on the use of alcohol and tobacco. They range from those vehemently against it to those who believe there should be no laws regulating it. It is important to be able to see and understand viewpoints different than our own. Although understanding does not mean agreeing, seeing the other side allows us to have a deeper understanding of the complexity of these social issues. Based on the US Health Department video we watched to complete your graphic organizer showing the research findings about short and long term consequences of alcohol and tobacco use, complete two of the following R.A.F.T. assignments. Choose one from A and B, and one from C and D. You will be graded based on the rubric displayed on the front board. Please look over the rubric before you begin.This will give you a clear picture of my expectations for this activity. Your R.A.F.T. will be due tomorrow as you enter the classroom.

10 th Grade RAFT Writing Example for Biology: Photosynthesis

Subject Area Examples

Social studies.

English/Language Arts

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Don Marlett

These are such good examples that I can use in my classroom. Love it.

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RAFTs – Differentiated for Learner Success

by John McCarthy | May 5, 2014 | Differentiated Instruction , strategies , Writing | 1 comment

In the previous two articles, we explored RAFTs (Role, Audience, Format, and Topic + Strong Verb) as an instructional strategy , and how to use RAFTs for coaching writers on writing . RAFTs can ignite engagement and context for learning. Planned with forethought, students can explore a need or problem that exists in the world beyond the classroom walls. An important consideration is: How do I differentiate RAFTs to support my diverse learners? The solution is simple, yet has layers of possibilities when implemented based on an understanding of your students.

Interests are activated by giving students several options to choose from. Take this even further by having a blank option—allowing for students to craft their own RAFTs based on the topic–a great way to foster Student Voice.

Readiness : Differentiating RAFTs based on Readiness requires the most planning, which results in worthwhile learner experiences. Sometimes students have different levels of a skill or concept. One to two prompts are crafted to match the academic level of each group of students. Having more than one prompts encourages student interests because they have choices. Prompts are assigned based on formative assessment data . The learners, individually or in groups, work at the RAFTs that will stretch them appropriately.

• RAFTing the Writing Rapids
• RAFTs: Coaching Writing Tips

Very motivational.

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Student Engagement Through Choice Writing

When I first started teaching 6 years ago, the keyword was “differentiation”. I attended several workshops on this topic and my favourite strategy to get students writing was to create RAFT assignments.

RAFT stands for Role, Audience, Format, Topic.  As the teacher, you create one writing assignment with several writing choices on the same theme. You can see an example RAFT above, that I wrote based on a DRA assessment booklet story called “Northern Spirit”. In the story, the main character Jason moves from Montreal (an urban metropolis) to the Yukon (a remote territory in northern Canada) and has difficulties adjusting to life there.

After students read the story and answered the assessment questions, I wanted them to take their learning further so I created a RAFT writing assignment with four choices. Students have a choice of lines 1 – 4. You read a RAFT by choosing a role and then following the audience, format and topic of that role.

As a teacher, you tier the activities so they meet a variety of learning styles and abilities. On this assignment, students have a choice of an email, top 10 list, an explanation letter or a poster, that way students can respond to the same story in a variety of ways. I am assessing their ability to gather information from the story and other sources for use it in their final product.

Students need a choice to keep them engaged in their writing, but they also need guidelines. This type of assignment provides both student choice and structured guidelines, therefore limiting unwanted behaviours in your classroom.

Want to try RAFT writing in your classroom? Check out this full-year creative writing bundle that has a RAFT choice board for each season and an accompanying holiday.

This no-prep – just photocopy and teach, full-year creative writing bundle will keep your students engaged in their writing. This bundle provides holiday writing prompts (Halloween, Christmas, Valentine’s Day, Easter) as well as seasonal writing prompts (Fall, Winter, Spring, Summer, Back to School) to support an inclusive classroom environment.

Students will select one of the provided seasonal or holiday-themed character roles and create a written or visual product based on the character’s specific writing prompt using the RAFT (Role, Audience, Format, Topic) format. Find this resource on Shopify CAD and Teachers Pay Teachers USD .

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2 thoughts on “Student Engagement Through Choice Writing”

I love the RAFT format. Hopping over to read now. 🙂 ~Brandee Creating Lifelong Learners Follow me on Bloglovin'

I love RAFT activities and have a post coming up about how I use them in my classroom too!

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RAFT Assignments & Rubrics to Engage Students in Learning

The RAFT method is an approach to engaging students, designing assignments and rubrics, and providing opportunities for students to customize learning to their own learning styles.

The RAFT method is an approach to projects that is designed for engaging students, creating assignments and rubrics, and providing opportunities for students to customize learning to their own learning styles. It is student-directed differentiation at its best, and yet can be held to a rigorous evaluation standard. Here is how it works.

R – ROLE The R stands for ROLE. The students determine the role they wish to take in the presentation of the project. For instance, in a nursing program, students could speak from the perspective of the patient, nurse, doctor, family member, hospital administration, or community at large. In a fifth grade science classroom, students could speak from the perspective of the frog, pond, scientist observing the frog, wildlife federation, or community where the pond is. The ROLE of the learner is entirely up to each learner.

A – AUDIENCE The A stands for AUDIENCE. The students choose the audience to whom they are presenting. In many cases, the options for audiences could be similar to the ones available for the role.

F – FORMAT The F stands for FORMAT. This is the format in which the assignment is presented. Students have the freedom to choose if they wish to write a research paper, do a presentation, create a short video, Prezi, or power point, do a play, facilitate a debate, create a gallery photo display, or any other presentation type that they can come up with. Freedom in format liberates the student in how to present their work.

T – TOPIC The T stands for TOPIC. Several topics are chosen by the teacher and presented to the students to choose from. Given the many options in each of the 4 categories R.A.F.T. student generated projects will be widely diverse even if the topics are limited.

A teacher may get overwhelmed with the amount of options that students have. To make things easier, a teacher can simply choose to give students options in one of the four factors, instead of all four. For instance, the teacher could choose the role, the audience, and the topic, and let the students choose the format of their presentations.

Invariably the question from teachers is “How do I measure the success of the students equitably when there are so many project options?”  The easiest way to achieve this is to use a standardized rubric that fits all project options and holds all students to the same rigor in assignment production. There are a wide variety of categories that can be used for the rubric that will apply to any project, such as the introduction, focus, grammar and mechanics, sequencing and completeness, communication, word choice, communication, audience awareness, communication, APA Style, discipline inclusion, and conclusion.

While it can require a mental shift for the teacher, allowing students freedom in creating their projects can increase student engagement and allow them to connect with the material in the way that works best for them personally.

Sample Rubric for RAFT Projects

Sharon, PhD, is a consultant full time, currently working for 4 organizations: Adjunct Faculty at Andrews University in the graduate leadership department, Adjunct faculty at Notre Dame of Maryland University - leading their School of Nursing Competency-based Curriculum Revisioning, a researcher and author with the NAD Center for Research and Evaluation, and works half time for the General Conference as a contractor with the Virtual Exhibition Team and the Adventist COLLECTIVE. Sharon worked as the Associate Director of the Adventist Learning Community & Associate Director for the North American Division Office of Education. Sharon is a Registered Nurse by trade, with 16 years experience as Surgical Nurse and Nurse Educator at The Scarborough Hospital in Toronto, Ontario. She also has 11 years experience as a Professor of Nursing and Professional Development Specialist for faculty at Humber Institute of Technology & Advanced Learning in Toronto, Ontario.

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RAFT: Role, Audience, Format, Topic

The RAFT strategy employs writing-to-learn activities to enhance understanding of informational text. Rather than write a traditional essay to explain a concept, students demonstrate their understanding in a nontraditional format. This technique encourages creative thinking and motivates students to reflect in unusual ways about concepts they have read.

RAFT is an acronym that stands for:

• Role of the writer: What is the writer's role: reporter, observer, eyewitness, object, number, etc.?
• Audience : Who will be reading the writing: the teacher, other students, a parent, editor, people in the community, etc.?
• Format : What is the best way to present this writing: in a letter, an article, a report, a poem, an advertisement, email, etc.?
• Topic : Who or what is the subject of this writing: a famous scientist, a prehistoric cave dweller, a character from literature, a chemical element or physical object, etc.?

The RAFT strategy encourages students to process information, rather than merely prepare answers to questions. Varied prompts allow students to compare and contrast multiple perspectives, deepening their understanding of the content when shared. Students are more motivated to undertake the writing assignment because it can be customized to fit different learning styles.

Implementation

• Decide on an area of study currently taking place in your classroom for which you could collaborate with the students and write a class RAFT.
• Think about the concepts or process skills that you want students to learn as they read a selected passage.
• Imagine how writing in a fun way may enhance students' understanding of the topic or concept.
• Brainstorm possible roles students could assume in their writing.
• Decide who the audience would be as well as the format for writing.
• After students have finished the reading, identify the role, audience, format and topic (RAFT) for the writing assignment.
• Assign the same role for all students, or let them choose from several different roles.

Classroom Management

• Describe the various perspectives that writers must consider when completing any writing assignment.
• Have a class think-aloud to come up with ideas for the piece of writing that you will create as a group.
• Review the basic content of the reading, but allow students to select the role, audience, format, and topic to write about.
• Model how you would write in response to the prompt.
• Allow student input and creativity as you craft your piece of writing.

HistoryRewriter

Raft writing prompts.

Graham & Herbert demonstrate the necessity of daily writing activities in Social Studies content classes. My students demonstrate their understanding of History standards via MEAL and RAFT writing assignments. As a general rule, a MEAL prompt is designed to help students analyze evidence to support an argument, while a RAFT prompt requires students to inform/explain a historical topic to an audience. This post will feature examples from an 11th grade US History class. See Dare to Differentiate’s wiki for more examples and instructions.

Role  of the writer – helps the writer decide on point of view and voice. Audience  for the piece of writing – reminds the writer that he must communicate ideas to someone else and helps the writer determine content and style. Format  of the material – helps the writer organize ideas and employ the conventions of format, such as letters, interviews, and story problems. Topic or subject of the piece of writing – helps the writer focus on main ideas.

For this in-class writing assignment, students chose one out of four RAFT writing prompts. Students were allowed to use the book to complete this assignment, in fact it was designed to help them read the text. After a certain amount of time usually 20 minutes, students swapped papers, read each other’s work, then underlined the number of facts from the book included in the RAFT and reported out those numbers. I used this as a goal-setting strategy and it may or may not be used a factor when grading.

You are a 1950’s Police Officer warning a white church group about the dangers of Juvenile Delinquency.

You are a farmer, in favor of the Bracero program. Write a letter to your Congressman persuading him to continue the program, even though the American public is against it.

You are an African American inner-city resident speaking to the NAACP about the assistance needed for the city’s poorest residents.

RAFT assignments can be used regularly to get students writing about texts, responding to texts, and summarizing texts. As a bonus, these writing assignments all have a significant correlation with improving reading comprehension. Please share examples of RAFT prompts, noting the grade level and subject it was used for in the comments section.

Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2011). Fifty Instructional Routines to Develop Content Literacy . 2nd Ed. Pearson. Boston, MA.

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I have used these in my classes to a great extent and written about it: http://worldhistoryconnected.press.illinois.edu/7.3/gregg.html

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This assignment has one of two options. Please open and view the assignment BEFORE sending any offers. Once you have read the assignment please send me a detailed personal message letting me know the

Hamlet Final Assessment

DUE DATE: WEDNESDAY, 12/20, 11:30 PM

At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.

No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:

Your first and last name

Name of the option you chose

Models of each assignment can be found in class announcements.

Option #1: RAFT

A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.

R = Role of the writer: Who are you as the writer?

A = Audience: To whom are you writing?

F = Format: In what format are you writing?

T = Topic: What are you writing about?

The process:

Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.

Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet , choose a related Audience, Format, and Topic from the chart below.

As you craft your creative writing assignment, be sure the character’s personality and motivations are evident . For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.

Next, repeat this process for a different role, audience, format and theme.

Please see the model below (pg. 8) to understand what to do.

If you are unsure of what a particular format is, the best thing to do is look up examples online.

YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS . THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.

To clarify, this means two different roles, two different audiences, two different formats and two different themes.

You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.

You can choose to write about a particular scene or event, or the play as a whole.

You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.

Option #2: Personal Soliloquy

This option will give you the chance to write your own soliloquy based on Hamlet’s famous “To be or not to be” soliloquy.

Fear sometimes makes people crazy! Hamlet is attempting to confront his underlying fear in his soliloquy. He means to figure out exactly what he is afraid of. In other words, what is underneath the fear he feels?

One of the cool things about Shakespeare is that his characters seem to understand how complex it is to be human. We all feel fear, but we are not all brave enough to reflect on ourselves in order to try to understand our fears.

We are not in Hamlet’s situation. We are, however, very much like Hamlet. We are young and hopeful, and very saddened by loss and angered by the injustice of loss. Like Hamlet, we want to do what’s “right,” we feel compelled to honor those we love by doing what is “right,” but we don’t always know what that is or what “right” means. For Hamlet, consequences of doing what is “best” create some ethical/moral and emotional consequences. He attempts to weigh the consequences of each decision, as well as his fears, as he tries to figure out “What exactly am I afraid of? What is underneath my fears?”

In your own personal soliloquy, imitate Hamlet’s sense of conundrum using your own personal situation of indecision and underlying fear. We all have them. Most of us mask them very, very well. I am asking you to risk (by exposing a situation and fear) or to utilize this as a way to write about your own fear. You can write about this from your own perspective or from the opposing viewpoint. For example, in “To Swim or Not to Swim,” the author writes about her fear of drowning in the sea and about her fear of facing people who might tease her for being afraid of swimming. She could just as easily have written from the point of view of the ocean, about using its power to drown her or launch her onto an island paradise somewhere, and the ethical/moral issues of each of those choices.

Decide on the following key points for your soliloquy:

What is the situation?

What is the fear you have?

What is at stake if you ______ and confront this fear?

What may be gained by confronting your fear and doing ____?

What may be lost by confronting your fear and doing _____?

What does it symbolically mean that you do or do not do _____?

What is “the rub” (the complicated situation of the decision) for the situation in your soliloquy?

What point of view/perspective are you going to write from?

Read the model soliloquy.

Write your own soliloquy using the questions above to guide you.

Your soliloquy must “match” the lines of Hamlet’s soliloquy (worksheet below).

Your writing must “read” like a soliloquy – it is not prose, it is verse.

The content, as always, must be your own. Yes, you will use the same structure as the original, and perhaps a few of the same words, but no other outside sources may be used.

The written work you turn in can EITHER be the worksheet OR a new document with the soliloquy and appropriate heading.

You can write from your own point of view (I, me, my – first person) or from another perspective, such as the thing you fear.

Grading criteria: Below is a general grading rubric. You MUST follow the details of the guidelines above. You must also revise and edit – consider what you turn in to be “final draft” status.

Hamlet’s soliloquy worksheet: You can fill this in with your own writing as a final draft, then copy paste it into a new separate document, add your heading and hand it in. OR, you can use this as a rough draft and create a new document to hand in.

Model: Ms. Monson’s Personal Soliloquy, Imitation of Hamlet’s “To Be, or Not To Be”

To Swim, or Not to Swim

To Swim, or Not to Swim, that is the question –

Whether it be safer in the mind to suffer the teeth and jeers

Of my grinning friends standing on the shore,

Protecting my body from the cold ocean depths of darkness

By not jumping in, learning the monstrous lengths of jokes,

At lengths I will never outlive or overcome from their memory,

Or, to confront the darkness below the water’s slippery surface,

The unknown, where, I am almost assured

To feel the wounds of knashing jaws of shark teeth,

Or stings and bites of a thousand other perils that I do not know,

Yet imagine ripping at my flesh,

When I would, then and at first, choose to protect

My drier pride, face the lashings of my friends’ tongues

By guarding my body’s beauty, as it were. To stand on land,

Laughing a continent of comparative jokes,

Not be the target to be laughed at,

Secure ‘gainst the swells of tides of judgment,

Taunts of childish games

That both make me stuck ashore and drown me outright.

Ah, there’s the rub, to stand, rejecting waves of judgment while inviting it,

To swim, free in water, unbound, protect pride by clawing within,

Rejecting instinct that commands a drowning, at the first,

In perilous dreams of unknowing by the sun and the darkness, together,

And, thereby, rejecting and inviting each choice without end.

To be, to swim, to feel free, floating, commanding myself in all of what I know not,

To be, to swim, and not die,

Not die either from wound or from imaginings that pulse my heart to panic.

To do what a million have done and lived.

Or, by standing adock so long, we all wait in untidy swimwear

In scorching sun beneath sunscreen,

When we could just jump in and float,

Hide the imperfect body housing my soul,

Stopping the mocking and misery of the driest of cowardice humor.

It is a great choice in the moment to jump, or not. But wait!

The lifeguard walks near. In all my hopes,

Remember your training and abilities.

Credit for all ideas: Ms. Monson

Model RAFT Assignment

(Rosencrantz, Laertes, email, weakness)

________________________________________________________________________________________________________

Date: 17 May 1550

From: [email protected]

To: [email protected]

Subject: Feebleness and frailty

Good afternoon my good Laertes:

I hope this email finds you well. I have struggled of late to express to Guildenstern my feelings of regret regarding my own weaknesses as they pertain to the most unfortunate situation of our mutual friend, Hamlet. I am hoping that you, as both his acquaintance and someone who has also lost a father, might understand what I feel I must explain.

Guildenstern and I have always considered ourselves good and faithful friends to Hamlet, which leads to my current sense of shame over the weakness I have shown in agreeing to spy on Hamlet and go through with the plan leading to his possible death. When a man like King Claudius wields his power, it can be quite difficult to remain strong. I allowed my own fears and feeble sense of true friendship to overtake me, and for this I am ashamed. You, on the other hand, showed great strength in seeking revenge for your own father’s death, even though you, too, fell victim to King Claudius’ devious ways.

(This email would go on for one more short paragraph to meet the length requirement.)

Sincerely yours,

Rosencrantz

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