Descriptions of Steps of The Writing Process
Step #1: Prewriting - Prewriting begins the moment you start to collect ideas. During this stage, writers explore and develop ideas into topics to write about. Prewriting techniques can help you explore ideas and pinpoint possible topics that will interest readers. These techniques include listing, questioning, and clustering/webbing.
Step #2: Drafting - Drafting involves developing your prewriting notes into connected sentences and paragraphs. When you draft, you just let the words flow. Later you can look for mistakes in grammar or spelling.
Step #3: Revising - The goal of revising is to make your writing clearer and more interesting to your audience. To revise, add or delete information where needed. Read your writing aloud to get others' reactions. Check to see that sentences and paragraphs fit together. When you finish your draft, put it away for a day or two if possible. Then, when you pick it up again, you may see that a point can be restated or that paragraphs can be rearranged.
Step #4: Editing - The object of editing is to correct errors in spelling, grammar, or punctuation. To edit, read your draft, looking carefully for mistakes.
Step #5: Presenting - Presenting includes everything from turning work in to your teacher to publishing a class book. Even if you do not share your writing, don't throw it away. It could include ideas you can develop and use later.
Summary of the Writing Process
Personal narrative stories are stories that people often tell others. They are everyday personal experiences that everyone has, and you like telling to other people. Putting these funny, interesting, or scary stories into writing is a fun way to bridge everyday life with the writing process.
Sequence of Lesson
a. The teacher will explain the writing process to the student and answer any questions the student has.
b. The teacher will then explain what a personal narrative paper is and give several examples for the student to read.
c. The students will list three different topics on a sheet of paper.
d. The students will then choose the topic for the paper.
e. The students will then list some event that happened with their topic.
f. The students will organize the events in different paragraph.
g. The students will check for errors and add more detail to the paper.
h. The students will write the final draft.
i. The students will present the paper to the class by reading the paper aloud.
The Classroom Environment
Poetry and Children's Literature in the Classroom
Students are encouraged to read as much as possible so they can become aware of writing as a meaningful activity. There is a large selection of poetry, children's literature for the children to read and enjoy in a comfortable and relaxed setting. Magazine excerpts, speeches, scripts, and newspaper articles are made available as excellent tools for helping students to become aware of the power of the written word.
Sharing Words That Everyone Has Written, Including The Teacher's Modeling Of Written Work
Students are encouraged to share their writing during every stage of the writing process. The teacher encourages this process by evaluating the students during their initial writing drafts, in addition to the final written product. There is an area for students writing can be displayed and events planned to present and/or publish the writing of students. Writing by students, the teacher, and other professional writers are displayed, updated and changed frequently.
Integration of Writing into All Content Areas in the Classroom
Since writing is a skill that is needed for all areas of curriculum and life, the classroom is set up so that students have the writing resources, encouragement, and support available to them in all content areas.
Writing Center
To encourage writing in the classroom the teacher arranges the classroom so that there is a writing center with areas for:
a. Individual and quiet writing.
b. Area with tables for students to share and communicate their writing with their peers.
c. Editing area for spelling, grammar, mechanics, and word choice.
d. Group conference table for students to openly communicate with each other about their writing share their ideas with their peers, and problem solve. The teacher is available to give guidance, support, and encouragement in this area.
e. Pre-writing area for drafting, revising, and brainstorming. At the drafting center, students will realize that a draft is just a draft and that comments from their peers will make their paper better. The brainstorming area will encourage students to communicate their ideas freely and make comments without fear or judgment.
f. Area for reference sources such as dictionary, thesauruses, and other reference materials.
A Classroom with Computer Support for Writing
There should be computers in the classroom with word processing, writing programs and Internet search engine capabilities for students to use to help with their writing. Students should be encouraged to use the computer as resource in their writing. There should be enjoyable writing software available that offers fun writing activities that will encourage students write.
Social Atmosphere with Self and Peer Responsibility
Students should be encouraged to share their writing and ideas with each other to help their peers in their writing. Students can evaluate others papers and provide feedback and critique to each other.
Checklists, Rubrics, and Publishing Samples
Writing Checklist
(Check If Present)
The paper has a title and includes the author's first and last name.
Spelling is correct
Proper punctuation is utilized throughout the paper.
Proper grammar is utilized throughout the paper.
A new paragraph is started each time a new idea is introduced.
The paper is written in the proper format (i.e. double spaced, paragraphs indented)
Writing Rubric (30 Possible Points)
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Paper Title
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5 Points
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Author's Name
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5 Points
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Correct Spelling
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5 Points
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1-2 Spelling Errors
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- 1 Point
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3-4 Spelling Errors
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- 2 Point
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5+ Spelling Errors
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- 3 Point
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Correct Punctuation
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5 Points
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1-2 Punctuation Errors
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- 1 Points
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3-4 Punctuation Errors
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- 2 Points
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5+ Punctuation Errors
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- 3 Points
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Correct Grammar
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5 Points
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1-2 Grammatical Errors
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- 1 Points
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3-4 Grammatical Errors
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- 2 Points
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4-5 Grammatical Errors
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- 3 Points
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A new paragraph is started each time a new idea is introduced.
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5 Points (1 point will be deducted for each occurrence where a new paragraph is not started when appropriate.)
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Paper is formatted properly.
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5 Points (1 point will be deducted for any errors in formatting, such as incorrect line spacing, no paragraph indentation, etc.)
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References
Kemper, D., Nathan, R., Sebranek, R., (1996) Write on Track, A Handbook for Younger Writers, Thinkers and Learners. A Houghton Mifflin Company. Wilmington, MA.
Theory to Practice. (n.d.). Establishing a Writing Workshop Classroom, Comprehensive Center. Retrieved from www.cal.org/cc14/ttp5.htm on December 30, 2007
Writer's Choice. Grammar and Composition. Glencoe-McGraw Hill, New York, NY.
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