This is the first time I’m completely tapped out for things to write about, so my example might be a little lame. The learner I am thinking about reads well above grade level but struggles mightily with writing. The writing produced by the student reads like a movie script and is poorly punctuated. The student is excellent at reproducing writing in the genre he knows well–the dramatic movie or documentary script.
All!!! the student’s writing!!!! contains a lot of exclamation marks!! with no capitalization or punctuation and sometimes run-on sentences that go for entire paragraphs.
For creative writing, the student may benefit from working through ideas verbally with a partner taking notes (typed notes). For expository writing, the student would benefit greatly from help with planning and strategy development (learning guide 6.2), perhaps from graphic organizers to structure the thesis and supporting paragraphs. The student could also organize ideas on post-it-notes, so they can be moved around without needed to rewrite. This may facilitate information management (learning guide 6.2). Punctuation can be considered construct-irrelevant at this point. The writing is not about grammar mechanics, it is about either creative expression or organizing ideas. The learner would greatly benefit from examples of completed work. He is adept at mimicry, but struggles to convert verbal instruction into actual action.
I think the student could self-assess by asking him to read aloud his work after he writes it. I think hearing the story or report aloud might help him understand where the deficits are. As the student develops, he may benefit from peer review; however, peer review at the student’s current skill level would likely be more intimidating and frustrating that helpful. Participating in peer review should be a future goal (learning guide 9.1, 9.2, and 9.3).