Writing Process
Pre-writing: The purpose of this first stage is to generate, transform and organize ideas before writing. The fundamentals of this first stage in the wring process may include research, planning, outlining, clustering, or diagraming.
Drafting: The draft of the writing is the first step of getting the writers’ thoughts, ideas and words on paper. The fundamental of the drafting process for students is to focus upon meaning, not form; working with the understanding these are tentative drafts and to go back and reread the writing when a difficulty occurs. In my classroom students will keep all drafts in a writing portfolio to review and look through if difficulty occurs. This can help students to look at what was written prior and can help to overcome the obstacle that are having.
Drafting can take multiple attempts, it is important to remember to support and encourage the students as they begin. Once students complete the draft, it is important to teach students to mark up the draft by crossing out words or ideas that may not connect to the story. Another way students can mark up the draft is by draw arrows on the draft to make sense of an order of event if the thought was not written clearly, or to add additional text above or below a sentence to complete the thought or ideas. This is only the foundation of the paper; students will make changes made in the drafting process.
Revising: There are many revision tools that are used to enhance the students’ writing and critical thinking during the revision process.
Snapshots Tools- zooming in to enhance the details of a picture and then writing a verbal snapshot with those details.
Thoughshot tools-A major characteristic of description in fictional genres in this presence of characters’ mental reaction, their thoughts, feelings, and perceptions.
Exploding-a-Moment tool- good authors stretch them out; they build in suspense.
Read-for-the-Flow Tool- to read the writing orally, this is a basic editing/revision strategy that the teacher should model even with young children.
Expanding and Clarification Tools- expand and clarify their ideas: developing the attributes related to a topic, giving supporting examples, providing a contrasting point, using temporal words to organize and adding a concluding sections that sums up main points.
Editing: During editing the student reviews their writing with an editing checklist looking for many things; the student will review his or her writing for conventions which include; spelling, capitalization, punctuations, and sentence fluency. An example of an editing checklist I created as part of my writing unit to strength narrative writing through revision and editing is available below.
It is important to teach students to actively learn each section of the writing process through critical thinking skills. One of my goals as a teacher is to engage students to actively be engaged in each element of the process.
Publishing:
Publishing is the final step in the writing process. This means all the previous writing steps are complete and the writing is bookstore ready. The student will have the opportunity to share their publication from the classroom author chair and partner with peers in the classroom; or throughout the school. The writing can also be published in the classroom or school
Reference: Hennings, D. G. (2002). Communication in action, teaching literature-based language arts. (8th ed.). Boston: Houghton Mifflin College Div.
Drafting: The draft of the writing is the first step of getting the writers’ thoughts, ideas and words on paper. The fundamental of the drafting process for students is to focus upon meaning, not form; working with the understanding these are tentative drafts and to go back and reread the writing when a difficulty occurs. In my classroom students will keep all drafts in a writing portfolio to review and look through if difficulty occurs. This can help students to look at what was written prior and can help to overcome the obstacle that are having.
Drafting can take multiple attempts, it is important to remember to support and encourage the students as they begin. Once students complete the draft, it is important to teach students to mark up the draft by crossing out words or ideas that may not connect to the story. Another way students can mark up the draft is by draw arrows on the draft to make sense of an order of event if the thought was not written clearly, or to add additional text above or below a sentence to complete the thought or ideas. This is only the foundation of the paper; students will make changes made in the drafting process.
Revising: There are many revision tools that are used to enhance the students’ writing and critical thinking during the revision process.
Snapshots Tools- zooming in to enhance the details of a picture and then writing a verbal snapshot with those details.
Thoughshot tools-A major characteristic of description in fictional genres in this presence of characters’ mental reaction, their thoughts, feelings, and perceptions.
Exploding-a-Moment tool- good authors stretch them out; they build in suspense.
Read-for-the-Flow Tool- to read the writing orally, this is a basic editing/revision strategy that the teacher should model even with young children.
Expanding and Clarification Tools- expand and clarify their ideas: developing the attributes related to a topic, giving supporting examples, providing a contrasting point, using temporal words to organize and adding a concluding sections that sums up main points.
Editing: During editing the student reviews their writing with an editing checklist looking for many things; the student will review his or her writing for conventions which include; spelling, capitalization, punctuations, and sentence fluency. An example of an editing checklist I created as part of my writing unit to strength narrative writing through revision and editing is available below.
It is important to teach students to actively learn each section of the writing process through critical thinking skills. One of my goals as a teacher is to engage students to actively be engaged in each element of the process.
Publishing:
Publishing is the final step in the writing process. This means all the previous writing steps are complete and the writing is bookstore ready. The student will have the opportunity to share their publication from the classroom author chair and partner with peers in the classroom; or throughout the school. The writing can also be published in the classroom or school
Reference: Hennings, D. G. (2002). Communication in action, teaching literature-based language arts. (8th ed.). Boston: Houghton Mifflin College Div.
narrativewritingunit_editing_checklist.pdf | |
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