A mentor who reads and is able to judge good writing is an invaluable asset in this project. The mentor should also understand the time involved in reviewing student work not only for mechanics but for content as well. This mentor should be able to offer constructive criticism in a diplomatic way.

Biweekly, students will print out the correspondence between student and mentor and submit these, along with their binders, for a biweekly check. I will check for fluency and content of messages to mentors. Students will maintain a portfolio of all creative writings associated with the project that includes all drafts, including the final draft. The teacher will evaluate each draft of creative writings. Students will create an evaluative essay at the conclusion of the project.

Benchmarks: Students demonstrate use of punctuation (e.g., comma, apostrophe, colon, semicolon, quotation marks, dashes, parentheses), capitalization, and abbreviations. Students write a composition using prewriting, writing a first draft, revising, proofreading, editing, and publishing. Students use narration, description, exposition, and persuasion to develop various modes of writing (e.g., notes, stories, poems, letters). Students will effectively locate and evaluate Internet resources.

14

10

Language Arts and Technology

Student will communicate a minimum of twice weekly with the mentor. Each communication will include an uploaded verson of the most recent work. Students will maintain a portfolio of all creative writings associated with the project. The teacher will evaluate each draft of creative writings. Students will create an evaluative essay at the conclusion of the project and will submit a writing to at least one contest. Portfolios and winning contest entries will be shared at the Bossier AIM Expo.

At the end of the project, students will submit a self- evaluative essay examining their successes and failures during the project. Students will be encouraged to examine the ways in which they were able to establish personal goals and meet them.

To guide student creative writing. To correspond with mentors on a weekly basis, making them aware of any changes that we need to make. To serve as facilitator for project progress and monitor the quality of student work.

To aid students in establishing and meeting project goals, including meeting deadlines. To aid students in the writing process. To assist students in using critical thinking methods to identify forums through which they may publish their work.