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Writing & Revising through Process Pieces
Transcript of Writing & Revising through Process Pieces
– Focus on basic structure, sentence frames, and support
– Focus on refining style and complex sentence structures (with sentence frames), new and advanced writing structures (philosophy, synthesis, position paper/argumentative…), longer pieces
– Exclude struggling students from the next week’s writing assignment in order to pull for reteaching until their writing meets expectations for the previous weeks. Give structured revisions and sentence frames. Post the structures and sentence frames.
– give alternate revisions, more complex texts, and pull to work on individual needs
– Give initial simple sentence frames on the first day to be enriched during revision.
...Different writing genres...
Process Pieces are
writing assignments that engage students through the writing process, with
emphasis on the revision stage
. A topic/prompt is introduced on the first day and students write for 10-15 minutes, after being given background information. Each subsequent day consists of
students must do to their writing. The required revisions can move from simple, structural changes to more complex stylistic modifications,
depending on the focus standards and desired outcomes
. On the last day of the week, students edit and write a final draft of their writing. As students make the revisions, they will internalize these structures and ways of thinking and use them in succeeding writings.
Overarching student objective
and polish my writing
Sample Student language objectives
I will revise my writing to be more focused and
I will revise my writing to include
to flow among ideas
I will master the basic
of expositive and persuasive writing
Do you agree with this statement: When students cheat, it is because the school system values grades more than the student values learning?
Reason 1: Reason 2: Reason 3:
You now have 5 minutes to write. Don't forget a thesis and conclusion!
1. Circle any first person words that you used. Replace them to be written in 3rd person.
2. Add in or change your transitions (no "first" or "second") ...One reason...In addition ... Furthermore
3. Highlight your writing
How did revising improve your writing?
How would required revisions help your students' writing?
Anchor standard W.10
Langer, Judith A.. “Beating the Odds: Teaching Middle and
High School Students to Read and Write Well.” 2001.
Waner, Lisa. “Process Pieces.” 2011.
See student samples in the packets at your table...
Writing & Revising
through Process Pieces
What? When? Why?
-The more you write, the better you get at it
-When students don’t understand how to write, they have a
toward writing, but their perspective becomes more positive as they understand how to write
frequent short pieces
will improve writing of any length (Langer, 2001)
-Students of any level can benefit from
-I cannot devote more than
to writing each day
makes every writing piece better
-Students need to learn how and
what to revise
– it is often skipped or confused with editing
What about YOUR students?
But did they meet
“My writing has changed a lot through the year. ..The process piece has helped me
because it takes you step by step
. Putting details on sentences is easy now. You just look or listen to what you are given then write it down in your own words.” – Estefania
“My writing has really improved and changed throughout the year...For instance, in the beginning of the year it would take me a long time to write one paragraph but now I write much better and faster. Process pieces have also helped me brainstorm better. For example,
now I get more ideas on how to write and what to write
.” – David
“Well, my writing has improved with process pieces. I can
now write longer paragraphs
than I used to. I find it easier to write now, and
how to look for examples, quotes
, and all of that. And I can also explain a lot of things without a problem.” - Raymundo
“I think this [writing] is my strongest because I include a lot of
and details. My
are well-written and the reasons are excellent, as well as my
, they are very well-written and contain amazing
reasons.” – Ricardo
“I feel that the process piece about MP3 players is the weakest because the
statistic is not corresponding
with the story. For example, I just chose something random and put it in there.” – Samantha
“[This writing] was the weakest because it didn’t have a
. It didn’t have enough
. I could make my process piece stronger by adding transitions.” – Miguel
claims with clear reasons and relevant evidence. (a, b, c, e)
, to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (a, b, c, f)
W.8.4 Produce clear and coherent writing in which the development,
, and style are appropriate to task, purpose, and audience.
W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting
, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.8 Gather relevant information from multiple print and digital
, using search terms effectively; assess the credibility and accuracy of each source; and
quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard format for citation
What would you focus on with your students?
How could you tailor the Process Piece to meet your objectives?
Should TRMS use same-sex classes? (all boys in one class, all girls in another)
1. Rewrite Topic Sentence:
There are several reasons why _____.
2. Add Transitions:
This is because,
A second reason TRMS should…
3. Conclusion Sentence:
To conclude, _____.
In summary, _____.
Process Piece 2
What animal would make the best pet?
1. ADD a quote from a veterinarian to prove one of your reasons
According to ____, “____.”
2. ADD a paraphrase from someone who has had this animal as a pet (to prove one of your reasons)
____, who has had a ____, says…
Quote or Paraphrase
Quote or Paraphrase
Process Piece 3
Should TRMS require students to wear uniforms?
1. Use an appositive descriptive phrase surrounded by commas to explain who the person is that you quote. (Ex. Tom Frodery says, “…” -> Tom Frodery, a student at TRMS, says, “…”)
2. Instead of starting your conclusion sentence with a transition, put the transition directly after the subject and surround it with commas. (Ex. In conclusion, TRMS should… ->TRMS, in conclusion, should…)
Process Piece 4
For each reason, add in your 1st quote and explanation, then your 2nd quote and explanation.
1. Highlight your sentences as follows. If you are missing a sentence, be sure to add it now!
Topic Sentence/Conclusion Sentence
Reason 1, 2, 3
2. Choose from the following transitions to add to the SECOND quote for each reason.
Process Piece 8
location in text
, “__.” Explain...
For example, For instance, To illustrate,
At the beginning/start/middle/end of the poem/book/novel/etc
Ex. At the beginning of the story
In the 1st/2nd/etc paragraph/page/stanza/line/chapter
Ex. In the third paragraph
The author, the writer, the poet, ______ (name)
Says states writes
Add the 3 quotes to your paragraph. Don’t forget to use the sentence frame we have worked with.
Transition, location in text the author says, “__.” Transition, ___.
Quote proving theme
Quote proving tone
Figurative Language Sentence
Quote giving example of figurative language
Process Piece 10
Write a response to art in which you analyze the tone, meaning, and your personal response to “The Old Guitarist” by Pablo Picasso.
1. Revise your Conclusion Sentence
-To conclude, ____’s “___” features ____ and a ___ tone to portray the message that…
2. Divide your paragraph up into five paragraphs (one for each part – intro/summary, tone, meaning, personal response, conclusion)
Process Piece 13
(find these and more at your table)
(Well...some of them. See packet at your table)
(Focus on argumentative)
First Revision Set
Second Revision Set
1. Read the articles. Highlight 1 sentence to support at least two of your reasons.
Third Revision Set
Add in quotes and explanations after each of your reasons. Use the frames we have practiced. Highlight quotes in red and explanations in purple.
Presentation By: Christa Evans