Choose the learning before the prompt
Decide who students are writing for and what you will teach. A persuasive task for the school council might focus on connecting one reason with a relevant example. Choose a familiar issue so unfamiliar content does not take all the attention.
Plan backwards from the response to feedback. Leave enough time to teach, write and revise a manageable passage. A longer task can run across lessons; the class does not need to rush through a full text in one session.
Explain, demonstrate and practise
Read a short model text with the class. Show how a reason and example belong in the same paragraph, and explain what the example adds for this audience. Think aloud about one choice rather than displaying a finished model without explanation.
Practise a different reason together. Ask students to explain the connection and check their responses. AERO’s explicit instruction guide describes a movement from teacher demonstration through supported practice to independent application. Use those checks to decide when students are ready to draft.
Draft, discuss and revise
Students make their own choices in an independent draft. Discuss feedback about the taught focus and point to the passage involved. If a student has listed reasons without explaining them, return to the shared model before asking for a revision.
Invite each writer to change one passage and explain how it helps the reader. Keep the original, the feedback and the revision together. When using AI feedback, check the suggestion against the actual work and task before using it in the teaching conversation.
Plan the next check
A supported revision tells you how a student responds to help. Schedule a later, comparable task to see how they use the focus independently. Record available tools and support so the comparison has context.
Use a few pieces of writing to choose the next action: another model, a short group lesson or an extension for students who are ready. Keep curriculum expectations and the writing itself in view, rather than treating a changed score as a complete explanation of learning.
