Write, Swap, Clarify
A partner marks one phrase that is clear and one place where a question remains; the writer revises for the reader.
Worked classroom example
Design technology
Explain why a material suits a product so another group can compare choices.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Ask learners to write a short explanation for a real classmate audience.
- Swap drafts; readers mark “clear” and add one honest question.
- Writers revise one part and tell the reader what changed.
Materials and purpose
a short explanation draft
Feedback works best when it identifies a concrete reader response.
Try it in your next lesson
Prepare
Use a short explanation draft. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
A partner marks one phrase that is clear and one place where a question remains; the writer revises for the reader.
Check independent transfer
Writers revise one part and tell the reader what changed.
Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.
Teacher language
Teacher language
Where did your reader need one more piece of information?
“What does your reader need to understand at this point?”
“Which revision makes the relationship between your ideas clearer?”
Respond to the learner
Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.
Adjust support and challenge
Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.
Teaching this skill → · Age and language support →
More support
Use oral rehearsal, a brief model and a limited sentence frame. Remove one support for the fresh writing task. Allow familiar-language notes or another response mode when checking subject understanding.
Greater independence
Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.
Choose the next step
If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.