The Writing Process

1. The Writing Process EDLA 518 Language and Literacy Education 1 Suzanne Cipollone, Kimberly Colquhoun & Karina Stambouliah

2. Writing Social process Connecting with others Share ideas and information

3. Share Stories

4. Financial transactions

5. Record history

6. Imagine the future

7. To express love

8. …hatred

9. …humour

10. Or melancholy.

11. Access to knowledge

12. 3000BC Sumerians in ancient Mesopotamia

13. Story transmission is a fluid process

14. Sociocultural Dimension Different experiences and interpretations influence meaning

15. Writing is an act of recording

16. Why do we write? To learn To share Express creativity Accomplish our work Make connections

17. Your turn to write!

20. Writing can be a life long struggle

21. Why is writing so hard?

22. Writers must juggle http://www.youtube.com/watch?v=MmomyzSJIUo

23. Teaching struggling writers • Meeting the needs of students with special needs in our classroom • Implications for teachers • DIFFERENTIATION • Interactive writing- Group work!

24. Students respond to writing • Clear • Purposeful • Useful • Authentic

25. Promote and foster healthy writing

26. The Writing Process Learning Module Developed by Dr Carol Hawkins

27. 5 Stages Recurring Cycles

28. Prewriting • THE VIBE! • Most neglected stage in the writing process • CRUCIAL! • Why?

29. The Vibe Clip http://www.youtube.com/watch?v=wJuXIq70azQ

30. What makes a successful writer? • Understand context of culture and situation

31. Ecological Systems Theory UrieBronfenbrenner

32. Stage 1 Prewriting • 1. Choose a topic • 2. Consider Purpose and form (Text type) • 3. Gather and Organise ideas for writing

33. Choosing a topic

34. Purpose and Form

35. Text Types (Genres)

36. Gather and Organise Ideas • Graves (1983) calls this preparation for writing ‘rehearsal’ activities. • Make graphic organisers to visually display

37. PRE-WRITING ACTIVITY

38. Stage 2- Drafting • Building on pre writing- Students begin to turn the ideas into sentences and paragraphs • It’s important to stamp and date this writing as; Rough Draft (Tompkins, Campbell & Green, 2012)

39. Activity • Using your individual prewriting exercise- Form a group of 5 students; there should be 1 of each coloured card in each group- Blue, Yellow, Red, Green, Orange • Come up with an idea for a narrative based on the topic ‘adventure’

40. Remember! • Narratives have: • Orientation • Complication (series of events) • Resolution

41. Method • As a group arrange your pictures in the form of a story board to show when each piece of the narrative is portrayed to the audience. • Now write down a sentence/short paragraph to link the 5 images… keeping in mind there needs to be a beginning, middle and end – do this 1 per group.

42. Stage 3 Revising • The refining stage. • Revision means ‘seeing again.’ Students can be asked to look at the editor’s mantra: What can I delete, change, re-arrange and add… in that order (Tompkins, Campbell & Green, 2012)

43. 3 steps when revising • Re-read • Feedback • Make changes

44. Activity- Feedback • Turn to the group next to you and read to each other your ‘Rough Draft’ • Each group is to give 2 positive pieces of feedback and 1 piece of constructive criticism.

45. What’s the point of feedback? • Writing has a social purpose • Writing requires an audience • Students shouldn’t be writing because ‘the teacher said so’ but rather writing with purpose. Armstrong, T. (2003).

46. The importance of the language • Students should be referred to as writers and not just partaking in ‘English class’. Make writing an experience try creating ‘writers workshops/conferences’ or publishing seminars. • Students should be able to see that their words can make a difference in the world. Armstrong, T. (2003).

47. Stage 4 Editing Editing and proofreading

48. Editing • The process of reviewing, revising and rewriting a piece of writing where changes are are made to improve all aspects. • Formats as well as elements of style are considered. • Delete (unnecessary information); • Change and rearrange (to improve clarity; meaning, style and voice) • Add (for clarification). (Tompkins, Campbell & Green, 2012)

49. Proofreading • Checking for errors in spelling, grammar and usage, punctuation, capitalisation, etc. • Concentrates on mechanics rather than reading for meaning. • Observes writing conventions or the ‘rules’ of literacy to enhance readability. • When teaching we need to notice what the student does and build on that. Nothing is automatic – even writing from left to right. (Spandel, 2012)

50. Why is editing important? • Incorrect grammar use, Americanised spelling, a small ‘i’ or a comma in the wrong place – does it really matter? http://www.youtube.com/watch?v=3rd7j-aSqFU • Editing makes life easier for the reader and shows you care. • Failure to observe writing conventions can, in some instances, have a lasting impact, e.g. job applications or university assignments.