12/3/2015marilyn pierre the writing process: an overview

04/18/23 Marilyn Pierre

The Writing Process:

An Overview


The Writing Process

What is the writing process? The stages of the writing

process. Key features of the writing

process. Teaching the writing process.


What is the writing process?

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.


The five stages of the writing process

Prewriting Drafting Revising Editing Publishing


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.


Key features of the writing process

Stage 1: Prewriting 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.


Prewriting

Students identify the function of the writing activity.

Students choose an appropriate form for their compositions based on audience and purpose.


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


Freewriting

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.


Questioning

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.


Making a List/Brainstorming 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


Have fun

Limit stress

Live healthierLife

Improve spirituallife

Goals for theNew Year

Clustering/Diagramming


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.


Step 3: Revising

Making substantial changes to improve the content, organization, and expression of your ideas by adding, deleting, replacing, and moving material.


Stage 3: Revising 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?”


Revising

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.


Revising Techniques

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


Revising Techniques 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


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!


Stage 4: Editing 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.


Proofreading Questions 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?


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.


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.


Stage 5: Publishing 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.


Teaching the writing process

Brainstorming Tips 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.


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 interest you.


Some Suggestions for Writing Instruction Students learn to write by writing-

provide 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.


Further Suggestions

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.


The Writing Workshop

Workshop classes usually include:

A mini-lesson An activity period A sharing period


Components of a workshop class ( Marzano, 1992)

Sharing period Mini-lesson

Activity period


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.


The Activity Period

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.


Sharing Period 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.


Review

Writing is a process done in different stages.

Teachers organize writing instruction using the five stages of the writing process.


Review

Purpose, form, and audience influence students’ writing.

Teachers present mini-lessons on procedures, concepts, skills and strategies in the writing process.

12/3/2015marilyn pierre the writing process: an overview

Documents

writing process stage

marilyn pierre stage

piece of writing

writing activity

writing groups

marilyn pierre questioning

marilyn pierre goals

marilyn pierre step