The Writing Process

1. The Writing Process Presenters:

2. Participants will… • KNOW • Five steps of the writing process • How to use the writing process for descriptive, narrative, persuasive and informational composition (content areas) • How to use classroom assessment for learning to improve writing

3. Participants will… • DO • Define the components of the writing process • Participate in prewriting, drafting , revising and editing strategies • View applications of the writing process with Thinkfinity • Assess writing using rubrics • Create a writing lesson for the content area classroom

4. Essential Questions • Why write? • Why do effective writers use the five-step writing process? • How does using the writing process help with descriptive, narrative, persuasive and informational writing in all grade levels and across all disciplines? • How does assessment drive better student writing?

5. A Process… and

6. SEEPS STRATEGY • Statement • Explanation/Example • Elaboration • Personal Tidbit (Specific Detail) • So…

7. “I like to go to school because it is fun.” • “I like to go to school because it is fun when the teacher allows us to do experiments with frogs.” • “I like to go to school because it is fun when the teacher allows us to do experiments with frogs. We learned what kind of foods frogs like to eat by offering them flies, worms and seeds. We observed the frogs during the morning and afternoon to determine when they were more active. We also compared frogs to other amphibians to see what characteristics they share.” • “I like to go to school because it is fun when the teacher allows us to do experiments with frogs instead of just reading about them in books. We learned what kinds of foods frogs like to eat by offering them flies, worms, and seeds and observed them during different hours to determine when they were more active.” • “I like to go to school because it is fun when the teacher allows us to do experiments with frogs instead of just reading about them in books. We learned what kind of foods frogs like to eat by offering them flies, worms, and seeds and observed them during different hours to determine when they were more active. Experiments allow us to have the fun of discovering for ourselves how far and fast these slimy creatures can jump and what kinds of foods they like to eat.”

8. You Try It! Language Arts teachers each need an assistant to help with grading. In a typical teacher’s day, she has so much work. Think about grading one paper. If I have all my students write one paper and it takes me 5 minutes to grade each one, it will take just over 9 hours to grade those papers. An assistant will solve this problem.

9. CUPS • C - Capitalization • U - Usage • P - Punctuation • S - Spelling

10. How do content area teachers use the writing process? • http://www.nationalgeographic.com/xpeditions/lessons/17/g68/noaashipwrecks2.html

11. In effective learning environments, assessment and instruction are inexorably linked (Spandel & Stiggins, 1990, p. ix).

12. RAFT Role Audience Format Topic

13. RAFT WRITING FRAMEWORKS Taken from: Improving Writing (2000), pg. 74, Susan Davis Lenski, Jerry L. Johns, Kendall/Hunt Publishing, Dubuque, Iowa.

14. RAFT Assignment Assessment and Feedback Rubric Assignment Traits • Accuracy How correct is your information? Is it fully 5 4 3 2 1 supported by the text and/or history? • Perspective Do you stay in role? How effective are you at 5 4 3 2 1 performing your role and convincing audience? • Focus Do you stay in assigned format? Do you fully 5 4 3 2 1 satisfy the chosen topic with numerous details and examples? • Mechanics Does your writing contain a minimal of mechanical 5 4 3 2 1 errors? Does your writing contain no errors as your grammar goals? Assessment Guide: 5 = Exceptional 4 = Effective 3 = Developing 2 = Emerging 1 = Not Yet

15. Writing Rubrics • http://school.discoveryeducation.com/schrockguide/assess.html • http://rubistar.4teachers.org/index.php • http://www.rubrics.com/best_practices_rubric_design.html

16. RAFT Assignment Tell students that they have just left college and have landed their first job with the National Marine Sanctuary Program. It is their job to convince others that the shipwreck they evaluated in the Thunder Bay National Marine Sanctuary should become a national landmark and national monument due to its historical and cultural significance. In the persuasive argument, students should not only refer to the National Park Service criteria, but also to #12 and #18 on the Frequently Asked Questions webpage to highlight the benefits, both to the vessel and to the public, of designation. Also, students should include information about why shipwrecks are historically significant and what people can learn by preserving them. Students will create essays to present their ideas. Remind students to keep the criteria in mind. Also, remind students that they are trying to persuade the selection committee to select that particular shipwreck.

17. Conferencing • Peer conferences • Teacher/student conferences • Parent/student conferences

18. Focused Feedback - PQP • P - Praise • Q - Question • P - Polish

19. Writing in Your Content Area • Design a process writing lesson for use in your content area. • Use the Understanding by Design lesson template. • Participants may work in groups of 3 or fewer. • Share your plan.

20. Reflection • 1. How can you use process writing in your classroom to help students improve as writers? • 2. How can you use assessment to help students take ownership of writing? • 3. How can using process writing increase student learning in your classroom?