The Writing Process
Good writers participate in the writing process. The writing process is not a list of steps that a writer systematically progresses through and completes, but is an ongoing process of reviewing and crafting writing to improve it. Although all process writing does begin with pre-writing, not all writing is taken through the entire process, and not all writing is eventually published or shared.
Pre-Writing
Pre-writing is a crucial part of the writing process. It provides a purpose for writing, and motivates students to write. Pre-writing is the first part of the writing process in which writers determine what to write about, and make a plan for writing.
Ways to Engage in Pre-Writing:
- Keep a list of "Possible Stories" in which writers make notes about interesting things that happen in life or interesting story lines they hear, that might make good story ideas.
- Read literature to spark ideas.
- Use concept webs and story maps to plan the story. Any graphic organizer used for reading instruction and story grammar can be used or adapted for planning a narrative.
Ways to Engage in Pre-Writing:
- Keep a list of "Possible Stories" in which writers make notes about interesting things that happen in life or interesting story lines they hear, that might make good story ideas.
- Read literature to spark ideas.
- Use concept webs and story maps to plan the story. Any graphic organizer used for reading instruction and story grammar can be used or adapted for planning a narrative.
|
| ||
|
| ||
Drafting
Drafting is when the writer writes and writes in order to get ideas on paper. The writer uses known conventions, but the focus is on writting the ideas and not on having perfect writing. Write on notebook paper, just on the front of the paper and on every other line to allow space to revising and editing. Be sure to number the pages in the writing and date it. Don't worry about erasing. Just mark out mistakes and keep writing. If, during a draft, you decide to quit the paper and write a different one, don't throw the paper away. Save abandoned papers in the writer's notebook and begin a new story.
Spelling is not an issue during drafting. Students can write freely without worrying about spelling every word perfectly. However, spelling dictionaries are great resources. Every student needs his or her own, because they are individualized. Spelling words, thematic words, and any word a student asks you how to spell, are written on the appropriate page of this booklet. (Yes, you can tell students how to spell the words they want to know and have them write the words in their spelling dictionaries.) Then, whenever the student wants to know how to spell the word, the student can simply look it up. This is more efficient than looking in a regular dictionary, which takes skills and time to be able to use. Additionally, all the words in the spelling dictionary are familiar to the student either through a spelling list, a theme, or personal interest, so the words will be meaningful to the student. Here is a template for a spelling dictionary. Print it front/back, and then cut the pages in half and bind them. I printed mine on cardstock to make them last longer, but that also made them thicker. Comb binding, spiral binding, or a mini-3-ring binder are great ways to bind this so it will last a long time.
| spelling_dictionary_blank.pdf |
Revising
Revising helps students improve their writing by making it more interesting or understandable. During revising, refine ideas and content. Get someone else's feedback to help you, such as a peer, parent, or teacher. Teach students how to rearrange, cut, or add content to their papers.
Ways to Teach Revision:
*Provide revision mini-lessons that are fun.
- Show students how to make their writing better by using real writings and showing them how to improve them.
- Play games that help students take simple writing and make it better.
- See educational books for crafting lessons ideas. The books below are fantastic.
Craft Lessons: Teaching Writing K-8 (by Fletcher and Portalupi, 2nd edition)
http://www.amazon.com/Craft-Lessons-2nd-Ralph-Fletcher/dp/1571107061/ref=sr_1_1?ie=UTF8&qid=1317780712&sr=8-1
Nonfiction Craft Lessons: Teaching Information Writing K-8 (by Fletcher and Portalupi)
http://www.amazon.com/Nonfiction-Craft-Lessons-Teaching-Information/dp/1571103295/ref=sr_1_2?ie=UTF8&qid=1317780796&sr=8-2
Ways to Teach Revision:
*Provide revision mini-lessons that are fun.
- Show students how to make their writing better by using real writings and showing them how to improve them.
- Play games that help students take simple writing and make it better.
- See educational books for crafting lessons ideas. The books below are fantastic.
Craft Lessons: Teaching Writing K-8 (by Fletcher and Portalupi, 2nd edition)
http://www.amazon.com/Craft-Lessons-2nd-Ralph-Fletcher/dp/1571107061/ref=sr_1_1?ie=UTF8&qid=1317780712&sr=8-1
Nonfiction Craft Lessons: Teaching Information Writing K-8 (by Fletcher and Portalupi)
http://www.amazon.com/Nonfiction-Craft-Lessons-Teaching-Information/dp/1571103295/ref=sr_1_2?ie=UTF8&qid=1317780796&sr=8-2
Editing
When a writer has sufficiently drafted and revised a writing and is ready to prepare it to share with others, the paper needs to be edited. When editing, focus on conventions. Correct spelling, capitalization, punctuation, and other aspects of writing that have specifically been taught. Use an Editing Checklist to help focus on the specific conventions that have been taught. Have someone else also check the paper with the Editing Checklist.
|
| ||
One way to keep track of conventions that have been taught is by having a Writing Rules poster. Each time students learn a new rule, such as "Sentences begin with a capital letter," add it to the Writing Rules poster. Then, when it is time to draft, students have the rules clearly posted to help them. Also, when it is time to edit, students can use the rules from the Writing Rules poster to help them remember what to check. The file below is an example of writing rules that can be posted in a pocket chart or stapled to a bulletin board. Students can also use their spelling dictionaries to fixed misspelled words.
| writing_rules.doc |
Publishing
Publishing is the most motivating reason for students to write. Publishing is how students share their work with others. There are many ways for writers to publish their writing. Remember, not all writing gets published. Encourage or require students to publish at least one story about once a month, once a six-weeks, or once in a while (depending on how you teach writing). Illustrations are also great when publishing. Provide a variety of options for publishing. Some ideas are listed below.
Ways to Publish Writing:
- Class Books
- Place copies of individual writings in the classroom library or school library
- Type writings on the computer (and print copies to share)
- Post writings on a class or family blog
- Write and send letters to real people
- Read the writing aloud in an Author's Chair
- Read the writing to another class or to a friend
- Display the writing in the class or house
Ways to Publish Writing:
- Class Books
- Place copies of individual writings in the classroom library or school library
- Type writings on the computer (and print copies to share)
- Post writings on a class or family blog
- Write and send letters to real people
- Read the writing aloud in an Author's Chair
- Read the writing to another class or to a friend
- Display the writing in the class or house
Logistics - Making it Work
Each writer can use a writer's notebook to help keep track of the progress of each writing. Use a 3-ring binder to keep all papers. In the front of the notebook, keep the list of Possible Stories (mentioned about in the Pre-Writing section). Next, keep all papers that have been written. When a new paper is written, add it on top of the other papers. When it is time to publish, select one story to take through the writing process. Keep templates and more notebook paper in a designated place that is accessible to students whenever they need them. If you are a teacher keeping track of many students, you can also use the Writing Log (below). Each student keeps it in the front of the notebook and tracks stories written and the genre. This way you can easily check to make sure students are writing stories and that the writing represents a variety of genres.
|
| ||
Also, if you are a teacher managing the writing of many students, plan a way to keep track of where each student is in in the writing process. Remember, since the writing process is recursive and students can abandon old writing to start new ones or even continue previousl-abondoned ideas, students are usually in different parts of the writing process. Use a pocket chart or some other organizer to keep track of what students are working on each day. See the graphic below for an example of a poster with clothespins that illustrates which students are working on which tasks.
