WRITING STRATEGIES

C.O.P.S.

Ashley Clifton, Lauren Florio, Megan Geiss, Amy Gielow, Angela Kreher, Gina Tenuta

C.O.P.S Writing Strategy

 Grade Levels: 2-12  Subject Area: English/ Language Arts  Writing  Handwriting  Listening  Written Expression  Spelling  Research

Outline of C.O.P.S Strategy

 C: Capitalization   Are the capitals in correct places?

Are proper nouns, titles, and the beginnings of sentences all capitalized?

Outline of C.O.P.S. Cont.

 O: Organization    Spaces between words & double spacing between lines?

Is neat printing/ writing/ typing utilized?

Are paragraphs indented?

  Do paragraphs follow the model?

Are complete sentences used?

Outline of C.O.P.S. Cont.

 P: Punctuation   Is the punctuation correct?

Are there proper end marks, commas, semi colons, colons, quotation marks, and hyphens used as required?

Outline of C.O.P.S Cont.

 S: Spelling   Are all words spelled correctly?

Is student utilizing tools such as lists, word walls, dictionaries, or spell check technology?

Ways to Use The C.O.P.S Strategy

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Students can use C.O.P.S to self correct as they write using the C.O.P.S strategy as a checklist Students can use C.O.P.S as a final editing checklist of a written piece of work before the final draft is written

Why it Works

 Strategy can be taught to an entire classroom, or to an individual  Students can be given the C.O.P.S strategy in handout form or written on the chalkboard for reference  C.O.P.S can be used two ways, first as a self correct strategy during the writing process, and secondly as a final editing checklist

References

 (2003). Ian Forsyth School Presents: Steps in the Research Process. Retrieved August 23, 2007, from The COPS Strategy / Table Web site: http://hrsbstaff.ednet.ns.ca/ducann/grassroots%20cops %20strategy.htm

 Arthur, B. & Zell, N. (1990). WRITE UP: A strategy for teaching creative writing skills to emotionally disturbed students. Preventing School Failure, 34(4), 26-31.

 Polloway, Edward A., & Shannon, Ted R. (1993). Promoting error monitoring in middle school students with LD. Intervention in school and clinic, 45(3), 160-164. www.ldonline.org/article/6215