Writer’s Evolution works with the student and the teacher at the same time. As the student plans, drafts and revises with the coach, the teacher’s dashboard shows each step as it happens. Follow the timeline down: the teacher is on the left, the student is on the right, in the order things happen.
Teacher · the teaching assistant
Student · the coach
01
Setup
Before the class starts
Teacher
Sets the assignment
The teacher writes the brief, chooses the planner and sets the success criteria. The coach takes its direction from these. Students join with a code.
New assignment
Class 10BJD
BriefWrite a short mystery story, 1,200–1,500 words, with a clue the reader could spot.
PlannerStory mountain · 5 beats
Success criteria
Plants a clue the reader can find
Keeps a consistent narrator
Resolves the mystery fairly
Coach focusClues and pacing
Join codeK7-QX2
Save draftPublish to class
Assignment setup
02
Plan
Before drafting
Student
Writes the plan
The student maps the piece: the main beats, the structure and the ending. This is the plan the draft will be compared to.
Plan · Story mountain
AO
01 Hook
Keeper found dead, lamp still lit.
02 Rising
Three villagers, three alibis.
03 Clue
A broken window.
04 Midpoint
Kit doubts her memory.
05 Reveal
The alibi was written in advance.
The student’s plan
Plan complete → Drafting unlocks for the student
03
Draft
While they write
Student
Drafts with the coach
The student writes with the coach beside them and asks for feedback whenever they need it. The coach never writes sentences for them.
Draft 3
CoachAO
Chapter Two — The Tide Book
Mrs Ellery had told the inspector she hadn’t climbed the lighthouse stair since spring. The tide book said otherwise.
Kit turned the page and felt the cold come up through the floor
Is the tide book too obvious a clue?
Not yet. The clue is well hidden. What gives it away is the next sentence, where you explain it. Try cutting “The tide book said otherwise.”
The editor and coach
Teacher
← Questions and coach check-ins are shared automatically
Follows the draft as it develops
Every question the student asks, and every check-in the coach makes on its own, is summarised for the teacher.
Coach activity · Amara O.
LiveJD
10:42
Asked if the tide book clue is too obvious
Coach suggested cutting the sentence that explains the clue. Amara cut it.
Applied
10:15
Coach check-in
1,204 words in, and the midpoint from her plan hasn’t started yet.
Noted
Mon
Coach check-in
Opening follows the plan closely.
On track
Coach activity for one student
04
Check
Against the brief, rubric and plan
Student
Checks the draft against everything
The student runs a check, or the coach runs one. The draft is measured against the assignment brief, each success criterion and the student’s own plan, with a link to the passage.
Draft check
Brief · Rubric · PlanAO
Brief
1,380 words, a mystery with a clue
Within the word range and on brief.
Met
Rubric
Plants a clue the reader can find
The tide book is well hidden and carries a date the reader can check.
Met
Rubric
Keeps a consistent narrator
Paragraph 6 slips from Kit’s view into the inspector’s. Was that deliberate?
Check
Plan
Midpoint: Kit doubts her memory
Not in the draft yet.
Behind plan
Draft check
Teacher
← The same check is shared with the teacher
Sees how the draft measures up
No need to re-run anything. The teacher sees how the student is doing against the brief and every success criterion, and what they’ve done with the coach’s feedback.
Draft check · Amara O.
Run by coachJD
Brief
Met
Clue
Met
Narrator
Check
Fair reveal
Not yet
Coach
3 applied
Narrator slips in paragraph 6. The coach asked Amara whether the change of view was deliberate. She hasn’t answered yet.
The same check, from the teacher’s side
Teacher
← Every draft is compared with the student’s plan
Sees who’s following the plan
The TA report shows whether each student is writing to their plan or has deviated from it, and the reason they gave.
TA report · Priya R.
1 deviationJD
PR
Deviation from planBeat 05 · Reveal
Deviated
PlanThe postmistress is the culprit.DraftThe culprit is now the lighthouse inspector.Reason“The postmistress was too obvious by chapter one.”
Plan
4 of 5 beats on track
The change to the reveal is deliberate and explained.
On track
A snapshot of the TA report for one student
05
Polish and submit
Final step
Student
Polishes and submits
With the draft complete, the student refines sentences for precision and rhythm, makes every change themselves, and submits the finished piece.
Polish · Chapter Two
AO
01
“The room was very very cold and dark.”
Two intensifiers doing one job. What is the cold like in this room?
Precision
02
“Kit walked slowly to the window.”
You changed this to “Kit took the window in three steps and stopped.”
Fixed
Sentence-level polish
Teacher
← Submitted with its full history
Reviews how the piece was made
The teacher sees how the piece developed across drafts, and which issues the student fixed on their own.
Draft history · Amara O.
JD
Drafts
3
Issues fixed
6
Still open
2
D1
640 words
Opening and first suspect.
Draft
D2
980 words
Tide book added. Culprit changed, with a reason given.
Changed
D3
1,204 words
Chapter two polished. Six sentence issues fixed by Amara.
Improved
Draft history
05 The result
One piece of writing, and how it was made.
By submission, the student has written every word themselves, with feedback at each stage. The teacher already knows how the piece was written, where the student struggled, and what they improved.
Teacher
What the teacher ends with
The plan, every draft and every coach conversation, in order. Marking starts from knowing how the work was made, not guessing.
Student
What the student ends with
A finished piece in their own voice, and a clear record of the decisions and improvements that got them there.