WRITING%20STRATEGIES%20C.O.P.S.

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WRITING STRATEGIESC.O.P.S.

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

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C.O.P.S Writing Strategy

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

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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?

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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?

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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?

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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?

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

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

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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

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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/gras
  sroots20cops20strategy.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/6
  215