Prewrite

The Writing Process

Prewrite

Brainstorm

During this stage of writing, students determine a purpose for writing and determine an audience. The amount of time students spend here can vary on the type of composition; creative topics may need more time here while more structured topics may take less. A thesis or topic can be determined here. At this point in the process for creative topics I will generally check that the student has enough information to pull from for their first draft. For more structured topics I check that their initial thesis is specific enough. Working with somewhat inexperienced writers, I personally like to leave room for the students to adjust their thesis statements as they learn more about their topic.

Extra! Extra!

Here are some additional prewriting strategies:

-Freewriting involves choosing a topic, setting a limit of time or space,and putting your pencil to the paper until your limit is met.

-Clustering or webbing is the process of creating a series of terms that are linked to each other in some way. Clustering helps a writer by expanding on the original idea.

-Invention is the process of exploring something worthwhile to write about.

-During Planning, students determine purpose

and meaning.

Compose

Students write a first draft. Attention is paid to

the content and organization at this stage. I

don't usually comment on student work here,

except to encourage students who are having

a hard time getting started. I see this as a

stage for students to get their thoughts together.

For structured topics, the first draft may be an

outline.

Evaluate

At this stage of writing, students will take their outline, skeleton, or first draft and add details. After adding details, students can whisper read their drafts out loud to themselves or to a partner (preferred) to determine the flow of the piece. Students will move onto the Revise stage at this point with the expectation that they will revisit this stage.

Revise

This is the stage where writing turns into art. For creative compositions, students should consider and add symbolism, figurative language, feelings, and their senses. For structured topics, students should consider word choice, word variety, and added details that add to the topic. Students will go back and forth between the Evaluate and Revise stages to fine tune their writing. Students may also revisit earlier stages to pull additional information into their writing. Students can work with peers during this stage for advice. When students feel that they are nearing a completed draft, I will read their papers and give small pointers if needed.

Extra! Extra!

Students will bounce freely around the Evaluate,

Revise, and Compose phases of writing in order

to polish writing. Organization and

development are key components of these phases.

A conclusion statement is added and/or revised as directed by student findings. As students read and re-read, write and re-write while revisiting their drafts, students begin to shift their focus to lower order ideas such as word choice and language usage.

Edit

At this stage of writing organization, focus, and flow should be taken care of. Students here focus on mechanics and double check grammar, spelling, punctuation, and capitalization. I like students to type at this stage so that they can easily see major spelling errors. Students print after their edit and trade papers with another student who will peer edit focusing on the same areas. If needed, students can make final adjustments to their papers.

Publish

Students should have a clean, final copy

to share with an authentic audience.

Students will reflect on the experience

and set an improvement goal for their

next piece of writing.

$1.25

Wednesday, September 17, 2014

Vol XCIII, No. 311

First Draft

Extra! Extra!

The compose phase of writing can

include researching, drafting, and/or outlining. Students can pause after their initial draft

and revisit (and rewrite if necessary) to

ensure they have considered their

audience, thesis, and purpose.

Does it sound good?

Extra! Extra!

When students revisit this stage they should read their writing out loud to again see how the text flows. In this and subsequent visits to the Evaluate state, students should consider organization, order, and cohesion of the piece.

Students can edit their work using a variety of strategies such as peer editing, workshop editing, computer facilitated editing programs such as After the Deadline, and teacher facilitated

editing. Editing strategies in which students take responsibility for

their work are preferable.

Amp it up!

Make it shine!

Extra! Extra!

Students should write for an authentic audience

whenever possible. Look for publishing options

that help students understand their audience consists of more than just the teacher. Sites such as fanfiction.net provide a public forum for written work. Schools can invite the public several times a year to view displays of student work. Sharing work, not just within a class but across a grade or building can demonstrate a larger audience. ***Remember your district's Internet safety regulations when publishing student work online.