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The Writing Process: Prewriting & Beyond

The Writing Process: Prewriting & Beyond. Tonja L. Root, Ed.D. Early Childhood & Reading Education Valdosta State University Valdosta, GA 31698 troot@valdosta.edu. The Writing Process. It is a process. It is not linear. It is recursive . Discuss stages to communicate the process.

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The Writing Process: Prewriting & Beyond

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  1. The Writing Process:Prewriting & Beyond Tonja L. Root, Ed.D. Early Childhood & Reading Education Valdosta State University Valdosta, GA 31698 troot@valdosta.edu

  2. The Writing Process • It is a process. • It is not linear. • It is recursive. • Discuss stages to communicate the process. Root, VSU

  3. Stage 1: Prewriting • It is the getting-ready to write stage. • Up to 70% of writing time needs to be spent in prewriting. • Students learn about the structure of narratives, informational forms, poetry, letters, and other written language forms. Root, VSU

  4. Stage 1: PrewritingChoosing a Topic • Ss. need to take responsibility for choosing their own topics for writing. • Ts. should not supply topics for students -- "writing welfare" (Graves, 1976). • Specify writing form and function (i.e., share what you have learned about ...), but have Ss. choose their own specific content. Root, VSU

  5. Stage 1: PrewritingConsidering the Function • to satisfy personal needs & get things done (instrumental) • to control other’s behavior (regulatory) • to tell about themselves (personal) • to get along with others (interactional) • to learn & find out (heuristic) • to pretend & make believe (imaginative) • to communicate information to others (informative) Root, VSU

  6. Stage 1: PrewritingConsidering the Audience • Students may write for themselves or for others. • Writing for others requires students to adapt their writing to fit their audience. Root, VSU

  7. Stage 1: PrewritingConsidering the Form • narrative • giving directions • compare & contrast • letter • poem • learning log Root, VSU

  8. Stage 1: PrewritingTeacher’s Roles • Allow Ss. to participate in decisions about: • function or purpose • audience • form • specific topic • Provide a variety of idea-gathering activities (rehearsal & background). • Model prewriting strategy by showing your own. Root, VSU

  9. Stage 1: PrewritingTeacher’s Roles • Work on the class collaboration prewriting strategy: • (1) Take Ss. dictation to record/ model the prewriting strategy that you want Ss. to use when they do their own prewriting. • (2) Show Ss. comparisons & contrasts with yours. Root, VSU

  10. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing: All Begin with a Drawing • For a class writing on a specific topic: • (1) Ss. individually draw detailed pictures about the same topic. • (2) Ss. individually make lists of words related to their pictures. • (3) Class compiles a list of all of the Ss. words. • (4) Ss. individually write stories relating to their own pictures & using any words. Root, VSU

  11. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing: Observation Books • (1) T. supplies sketch books called, “Observation Books.” • (2) T. assigns 2-4 drawings/week to be done in sketch books with list of words at edge of drawings. • (3) S. completes assignment using pictures & words as a reference for writing. Root, VSU

  12. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing: Definitions • (1) S. draws a picture of the definition of the word. • (2) S. writes a sentence using the word. Root, VSU

  13. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing: I Can’t Think of a Story • (1) S. divides paper into sections. • (2) S. draws a picture in each section. • (3) T. asks S. questions about picture. • (4) S. writes paragraph about each picture. • (5) S. adds ideas and details to pictures & writing. Root, VSU

  14. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing:Drawing Picture Together • For Ss. lacking confidence in drawing & writing, Ss. draw & write together. • (1) T. draws simple face on the paper. • (2) T. asks Ss., “Who could this be?” • (3) Ss. draw the rest of the person. • (4) T. asks Ss. questions: Where is --? Is -- alone? What is -- doing? What time of year is it? How old is --? • (5) Ss. finish picture with details. • (6) Ss. translate picture into a written story. Root, VSU

  15. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing:Character &/or Setting • (1) S. divides paper into half. • (2) S. draws picture of person, animal, or place to become part of a story. • (3) T. tells S. to list words that come to mind on other half of paper (while writing). • (4) S. writes about that person/animal, or setting drawn. • (5) S. adds details & ideas to drawing & writing. Root, VSU

  16. Stage 1: Prewriting: Using Graphic Organizers to Organize Ideas: Purposes • (1) to plan writing using words and/or phrases rather than complete sentences • (2) to plan writing in sequenced steps and/or in precise locations on the organizer • (3) to see the content of writing as a whole Root, VSU

  17. Stage 1: Prewriting: Using Graphic Organizers to Organize Ideas: Purposes • (4) to see interrelationships among the content of the writing • (5) to see where additional planning is needed • (6) to see the structure of written language forms Root, VSU

  18. Stage 1: Prewriting: Using Graphic Organizers to Organize Ideas: Types • (1) story maps • (2) compare & contrast organizers • (3) sequence organizers • (4) specific topic organizersShow examples of visual organizers. Root, VSU

  19. Your turn to plan prewriting • Choose a general topic in a subject area. • Determine the function. • Choose an audience. • Decide upon the form. • Develop / choose a graphic organizer or drawing strategy. • Develop your model of the graphic organizer or drawing strategy. • Plan when you are going to teach lessons. Root, VSU

  20. Stage 2: Drafting • Label drafts "Rough Draft" or “Sloppy Copy” to prevent Ss. from thinking they can make this the final copy. • Have Ss. skip every other line to leave space for making revisions. Root, VSU

  21. Stage 2: Drafting • Emphasize getting down the content of writing. • Do not emphasize correct spelling & neatness. • Provide support, encouragement, & feedback for ideas and problems. Root, VSU

  22. Stage 2: Drafting Teacher’s Roles • Provide support & encouragement. • Model drafting: Take your prewriting strategy & show Ss. how to convert ideas into sentences. • Do not emphasize spelling & neatness. • Do not supply spelling. Root, VSU

  23. Stage 2: Drafting Teacher’s Roles Work on class collaboration composition: • (1) Post the prewriting class collaboration strategy (drawing, graphic organizer) completed during prewriting stage. • (2) Transcribe (take) the Ss. dictation using the prewriting strategy for ideas. Root, VSU

  24. Stage 2: Drafting Teacher’s Roles • Conference with Ss.: “Tell me what you are writing about. That’s interesting. Have you included that? Where could you add it to your writing?” • Show Ss. how to add this into their drafts without rewriting. (This is really part of revision.) Root, VSU

  25. Your turn to plan drafting • Develop a draft from your prewriting strategy. • Plan when you will have your students write drafts from their prewriting strategy (graphic organizer or drawing strategy). Root, VSU

  26. Stage 3: RevisingHave Students Reread their own Drafts • Reread the draft after 1-2 days. • Make notes, questions, changes as needed. • Refine ideas. • Anticipate/meet the needs of readers through changing, adding, deleting, & rearranging content. Root, VSU

  27. Stage 3: Revising: Activities for Generating & Organizing Ideas: Drawing: Sentence Building • For Ss. who need to develop descriptive sentences, work in pairs with each approving new sentence before it is written: • (1) Ss. draws with one color of pencil. • (2) Ss. write short sentence that describes drawing. • (3) Ss. add to drawing with a second color of pencil. • (4) Ss. revise sentence to incorporate new picture. Root, VSU

  28. Stage 3: Revising: Activities for Generating & Organizing Ideas: Drawing:Selective Expansion • For Ss. who write long/complex stories without expanding significant part: • (1) S. writes long/complex story without expanding significant part. • (2) T. brackets this part of the story. • (3) S. draws picture of this part of the story. • (4) T. asks questions to help S. translate meaning from the picture to words. Root, VSU

  29. Stage 3: Revising: Activities for Generating & Organizing Ideas: Drawing:The Too-Short Story • For Ss.who write too short of stories: • (1) S. writes short story. • (2) S. divides paper into sections. • (3) S. writes key phrase or sentence from story at the bottom of each section. • (4) S. draws a picture in each with as much detail as possible. • (5) S. could list descriptive words while drawing. Root, VSU

  30. Stage 3: RevisingTeacher’s Roles • Work on class collaboration draft by modeling writing group procedure: • (1) Post class collaboration draft. • (2) Read draft aloud. • (3) Ask for compliments. • (4) Ask questions. Get suggestions. • (5) Add, delete, rearrange, change content based on feedback. Root, VSU

  31. Stage 3: RevisingHave Students Meet in Writing Groups • 1. Functions of Writing Groups • to offer writer choices • to give writer responses, feelings, and thoughts • to show different possibilities • to speed up revising Root, VSU

  32. Stage 3: RevisingHave Students Meet in Writing Groups • 2. Formation of Writing Groups • Spontaneously: S. shares writing through use of author's chair. • Formal: Ss. assigned & T. participates; group leader changes regularly. Root, VSU

  33. Stage 3: RevisingHave Students Meet in Writing Groups 3. Procedure for Writing Groups • (a) Author reads composition aloud to group. • (b) Listeners offer compliments: T. models appropriate responses. • (c) Author asks questions about trouble-spots. Root, VSU

  34. Stage 3: RevisingHave Students Meet in Writing Groups Procedure for Writing Groups (cont.) • (d) Listeners offer suggestions about how to revise. • (e) Repeat the process for all in the group. • (f) Authors plan for revision: Each makes a commitment to revise based on comments & suggestions. Root, VSU

  35. Stage 3: RevisingTeacher’s Roles • Model revising on your draft following the writing group procedure. • Be a reader & reactor. • Participate in writing groups & conferences. • Model appropriate responses during writing groups. Root, VSU

  36. Your turn to plan revising • Revise your draft using a transparency over your draft, so you still have your original draft. • Plan when you will have your students revise their drafts. Root, VSU

  37. Stage 4: Editing • A. Getting Distance • Have Ss. set writing aside for several days. • This allows them to see it fresh without being able to read what is not there. Root, VSU

  38. Stage 4: Editing • B.Proofreading • Requires word-by-word reading & attention to form: letters, spelling, capital letters, punctuation marks. • T. explains differences between regular reading & proofreading. • Teach proofreading marks. Root, VSU

  39. Stage 4: Editing Proofreading (cont.) • Use editing checklists to help Ss. learn to locate & correct mechanical errors. • Focus on particular categories of errors: Teach 5-10 min. mini-lessons. • Do not expect Ss. to locate & correct every error. • During T. conference, student (not T.) makes final editing changes. Root, VSU

  40. Stage 4: EditingTeacher’s Roles • Allow 2-3 days after revising. • Focus on particular categories of errors. • Provide editing checklists. • Model editing using your revised draft. Root, VSU

  41. Stage 4: EditingTeacher’s Roles • Work on class composition revised draft: • (1) Post the revised draft & editing checklist. • (2) Take Ss. suggestions for editing revised draft (shared pen technique). Root, VSU

  42. Stage 4: EditingTeacher’s Roles • Model peer editing: Writer makes corrections on his/her own paper while peer editor makes suggestions. • Do not expect Ss. to locate & correct every error. • Provide time for editing conferences. Root, VSU

  43. Your turn to plan editing • Edit your revised draft using a transparency over your draft, so you still have your original revised draft. • Plan when you will have your students edit their drafts. • Develop an editing checklist to have your students use as they edit. Use the QCC Standards and/or other curriculum materials. Root, VSU

  44. Stage 5: Publishing/Sharing • Put the piece in final written form. • Rewrite the piece (if developmentally appropriate) applying handwriting skills. • Add visuals as appropriate. Root, VSU

  45. Stage 5: Publishing/Sharing • Share finished piece with appropriate audience. • Writing is meant to be read by readers. • Writing may also be shared by writer reading the piece. Root, VSU

  46. Stage 5: Publishing/SharingTeacher’s Roles • Model publishing/sharing your own edited piece. • Provide appropriate materials for publishing. • Provide place for sharing published pieces. • Provided time to share published pieces. Root, VSU

  47. Stage 5: Publishing/SharingTeacher’s Roles • Finish class collaboration edited piece: • (1) Post edited piece. • (2) Write piece in final form with Ss. assisting as appropriate. • (3) Add visuals as appropriate. • (4) Display in appropriate location. Root, VSU

  48. Your turn to plan publishing / sharing • Publish your edited draft, incorporating corrections & illustrations as appropriate. • Plan when you will have students publish. • Plan when you will have your students share. • Decide where you will place the published pieces. Root, VSU

  49. Assessing Writing: Rubrics • Differentiate levels of student performance on a task or process. • Inform teacher and students about evaluation criteria. • Assign a score for each attribute separately and individually. • Give students diagnostic feedback individually. Root, VSU

  50. Assessing Writing: Rubrics • Convey teacher’s expectations for students’ work. • Help teachers clarify what they want from students. • All students to identify qualities of excellent work. • Help students monitor own performance. • Help teachers justify or validate grade. Root, VSU

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