Transcript The Writing ProcessII

The Writing Process:
An Overview
4/7/2016
Marilyn Pierre
The Writing Process
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What is the writing process?
The stages of the writing process.
Key features of the writing process.
Teaching the writing process.
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What is the writing process?
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The writing process is simply the
steps that a person takes to put
together a piece of writing.
The focus in the writing process is
on what students think and do as
they write.
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The five stages of the writing
process
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Prewriting
Drafting
Revising
Editing
Publishing
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Writing a recursive process
Writing moves through five stages, but
it is also a continuing cycle. Writing is
not a linear process, but involves
recurring cycles. In the classroom
the stages merge and recur as
students write.
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Key features of the writing
process
Stage 1: Prewriting
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Students write on topics based on their
own experiences.
Students engage in rehearsal activities
before writing.
Students identify the audience for
whom they will write.
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Prewriting
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Students identify the function of
the writing activity.
Students choose an appropriate
form for their compositions based
on audience and purpose.
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Prewriting Techniques
To help you think about and develop a
topic and get words on paper.
 Freewriting
 Questioning
 Making a List/Brainstorming
 Clustering/Diagramming/Mapping
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Freewriting
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Jot down in rough sentences or phrases
everything that comes to mind about a
topic – (10 minutes or more).
Do not worry about punctuation,
spelling or organization.
Focus on what you want to say about
the subject.
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Questioning
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Generate ideas and details by asking
questions about the subject.
Use the reporting questions who,
what, when, where, why, and how
to learn about the topic.
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Making a List/Brainstorming
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Collect ideas and details that relate to
your subject
List everything about the subject that
occurs to you, no sorting or putting in
order
After listing, you are ready to plan an
outline of paragraph/essay then write
first draft
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Improve spiritual
life
Clustering/Diagramming
Have fun
Goals for the
New Year
Limit stress
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Live healthier
Life
Stage 2: Drafting
Students use prewriting ideas to
write a rough draft.
 Students mark their writing as a
rough draft.
 Students emphasize content
rather than mechanics.
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Step 3: Revising
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Making substantial changes to improve
the content, organization, and
expression of your ideas by adding,
deleting, replacing, and moving
material.
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Stage 3: Revising
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Students reread their own writing.
Students share their own writing in
writing groups.
Students participate constructively in
discussions about classmates’ writing.
Students ask: “What else will my
audience want to know?” “Is my
purpose clear?”
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Revising
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Students make changes in their
compositions to reflect the reactions
and comments of both teacher and
classmates.
Between the first and final drafts,
students make substantive rather than
only minor changes.
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Revising Techniques
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Adding material – missing details,
examples, transitions to connect ideas,
adjectives to make writing clearer or
more vivid
Deleting material – unnecessary or
unrelated words, phrases, clauses, or
sentences
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Revising Techniques
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Replacing material – sometimes weak parts
of a piece of writing can be replaced with
parts that are stronger, more concrete, more
vivid, or more precise. (E.g. weak examples,
vague or imprecise language, etc.)
Moving material – words, phrases, clauses,
sentences, or paragraphs that are out of
place
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Revision Exercise
To make a room look really [1] nice, try
adding some colour. First go to a [2] store
and choose a light but rich colour for the
walls. [3] You will be surprised what a little
paint can do! [4] Choose a complementary
colour for the baseboards, windowsills, and
other trim. Peach and forest green make an
interesting, unusual combination. [5] Don’t be
afraid to experiment!
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Stage 4: Editing
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Students use a checklist to proofread
their own compositions.
Students help proofread classmates’
composition.
Students increasingly identify and
correct their own mechanical errors.
Students meet with the teacher for a
final editing.
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Proofreading Questions
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Are all words spelled correctly?
Does each verb agree in number with
its subject?
Are verb tenses consistent and correct?
Are irregular verbs formed correctly?
Is correct paragraph form used?
Are capital letters and end marks used
correctly?
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Proofreading Exercise 1
The geese has made their home in a small
pond in the middle of a slightly larger plot of
earth between two main streets. Often,
driving to work in the summer Ive set in
traffic, waiting for a goose and her gosling’s
to cross the road. The little ones some times
get confused they run back and forth in front
of the cars while impatient drivers honk there
horns, making matters worse. The best part,
of course is when the geese honk back.
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Proofreading Exercise 2
Here in the mines, its dark and dirty. the coal
dust covers every thing. There isn’t hardly
any light and a person has to watch his step.
Especially when water seeps into the hole
from the surrounding earth. When a miner
comes up from that world underground, hes
covered with dust, and they ache in every
muscle. Cave-ins were a constant worry, of
course every miner wonders, at times,
whether she is diging his own grave.
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Stage 5: Publishing
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Students make the final copy of their
writing.
Students publish their writing in an
appropriate form.
Students share their finished writing
with an appropriate audience.
Students sit in the author’s chair to
share their writing.
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Teaching the writing process
Brainstorming Tips
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List ideas on a board so that everyone can
see the list.
Start with a topic or question.
Encourage everyone to join in freely.
Accept all ideas; don’t evaluate them now.
Follow each idea as far as it goes.
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Clustering Tips
Start with the key word
or phrase circled in the
centre of your paper.
 Discover related ideas;
circle each one and
connect it to the central
idea.
 Branch out with new
ideas that add details to
existing ideas. Use as
many circles as needed.
 Review your chart,
looking for ideas that Marilyn Pierre
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interest you.
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Some Suggestions for Writing
Instruction
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Students learn to write by writingprovide many opportunities for them to
learn to use the writing process.
Model the writing process by writing
class collaborations.
Teach mini-lessons on the procedures,
concepts, strategies and skills that
writers use.
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Further Suggestions
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Create a supportive, nurturing
environment-children must feel that
they will not be penalized for
attempting to use whatever knowledge
they possess, even though it’s limited or
incomplete.
Combine presentation classes with
writing workshop classes.
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The Writing Workshop
Workshop classes usually include:
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A mini-lesson
An activity period
A sharing period
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Components of a workshop
class ( Marzano, 1992)
Sharing period
Mini-lesson
Activity period
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Mini-Lessons
Teacher uses mini-lessons to teach
students how to:
 gather and organize ideas for writing.
 participate in writing groups.
 proofread.
 share their writing.
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The Activity Period
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During this period students work in
small groups or independently to
brainstorm and organize ideas, write
rough drafts, revise, and edit their
writing.
The teacher circulates, monitors, and
facilitates the process as students work.
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Sharing Period
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Sharing brings closure to the writing
process.
It energizes students for the next
writing project.
It helps them develop sensitivity to
audiences.
It helps them develop confidence in
themselves as authors.
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Review
Writing is a process done in
different stages.
 Teachers organize writing
instruction using the five stages
of the writing process.
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Review
Purpose, form, and audience
influence students’ writing.
 Teachers present mini-lessons
on procedures, concepts, skills
and strategies in the writing
process.
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