bcps.org · web viewthe goal is translate ideas into a written organization without being...

DRAFT

Published writers still struggle with the writing process. ~ Laurence Pringle

The Writing Process

What is the writing process?

The writing process is an approach to writing that entails the recursive phases of pre-writing, drafting, revising, editing, and publishing.

How is the writing process taught?

Teachers use a combination of direct instruction, modeling, and conferencing to teach and support the writing process.

Why teach the writing process?

Learning, implementing, and internalizing the writing process help students to produce effective writing for a variety of purposes - including writings that do not follow the full writing process.

What is prewriting?

Prewriting is the planning phase of the writing process. During this phase, writers may plan for writing by drawing pictures, making lists, brainstorming, using graphic organizers, or conferring with a peer as they anticipate writing on a topic for a particular audience. The Idea and Organization Traits are important in the prewriting phase as writers consider narrowing or expanding the writing focus and select an organizational structure that will most effectively showcase their ideas.

What is drafting?

The drafting phase of the writing process entails the actual composing of the text. During this phase, writers use prewriting activities to generate a piece of writing in rough form. The goal is translate ideas into a written organization without being constrained by word choice, sentence structure, conventions, and presentation. Informal conferences with teachers or peers can occur during this phase to provide focused feedback to the writer.

What is revising?

During the revision phase of the writing process, writers examine the content of their writing. Writers review their text for clarity and craft and consider changes that would improve the piece. The first five traits are essential for effective revision of the content: Ideas, Organization, Voice, Word Choice, and Sentence Fluency. Based on their own critical review and feedback, writers may keep elements of the writing as well as make revisions as they add, delete, move, or change elements.

o Ideas – add, delete, or change details, develop the topicBaltimore County Public Schools Summer 2011Office of Elementary Language Arts

DRAFT

o Organization – change the lead or conclusion, add smooth transitions, move sentences or paragraphs

o Voice – talk right to the readero Word Choice – change weak verbs to strong verbs, change vague language to precise

languageo Sentence – add words and phrases to expand sentences, change sentence beginnings to

vary beginnings, move words and phrases within a sentence to vary sentences, combine sentences to vary sentences.

What is editing?Writers attend to correctness in conventions when they enter the editing phase of the writing process. Editing should be undertaken when all revisions to the content are complete. Writers may edit independently or engage in peer editing. Editing requires that writers proofread to find errors in grammar, usage, mechanics, and spelling and then make appropriate corrections. Writers then edit to correct the errors before preparing the final draft for publication. The Conventions Trait is most prominent at this phase of the writing process.

What is publishing?

Publication entails the final preparation of a piece of writing for the intended audience and may involve preparing a neatly handwritten or word processed copy of the final draft and the addition of illustrations or other graphic elements. Publication may extend to a multimedia presentation or lead to a public performance such as a speech or a debate. The Presentation Trait is emphasized during this phase of the writing process as the writer works to make the piece appealing and inviting to the audience.

How can the writing process be presented to students?

The process of drawing a picture is analogous to composing a piece of writing. In fact, young students often begin to communicate through pictures and drawings. Both processes entail creation and critical review. Imagine that a student wants to convey a picture of his home to others. (See Resource Sheet _ for using drawing to introduce the writing process to young students.)

In the pre-drawing phase of the drawing process, the student may go outside to look at his home to consider whether to focus on the home or to include its immediate surroundings or the larger environment – making decisions about whether to narrow or expand the focus of the drawing. The student may sketch the scene in preparation for the drawing. The student is focused on the creation.

Pre-drawing is like pre-writing in that the student is engaged in planning.

Baltimore County Public Schools Summer 2011Office of Elementary Language Arts

DRAFT

In the drafting phase of the drawing process, the student attempts to portray his home situated in the planned scene. The student applies details that bring the home into focus: windows, doors, bricks or siding, sidewalks, grass, flowers, and trees, adjoining home (for a row house), multiple floors or buildings (for an apartment). The student maintains his focus on the creation of the picture.

The drafting phase for drawing is like the drafting phase for writing in that the student gets the basic idea and key details on the page while putting aside improvements that can come later in the process.

In the revising phase of the drawing process, the student stands back from his picture to engage in critical review. He may decide to add detail and color elements to improve the content of his picture. In addition, the student may invite and incorporate feedback from the teacher and peers.

Revising a drawing is like revising a piece of writing in that the creator has adopted a critical view of his work and is intent on improving the content.

The student engages in critical review again during the editing phase of the drawing process and concentrates on ensuring a correct picture of his home. To that end, the student may sharpen lines and erase stray marks.

Editing a drawing is like editing a piece of writing since the student has again adopted a critical perspective and the emphasis is on correctness.

During the publishing phase the student prepares the drawing for viewing. He may frame the piece and hang it in a prominent place to display for an audience.

Publishing a drawing and a piece of writing are similar in that both are focused on making the work audience-ready.


DRAFT

Write, write, and write some more. Think of writing as a muscle that needs lots of exercise. ~ Jane Yolen

BCPS Writing Portfolios

What is the BCPS Writing Portfolio?

The BCPS Writing Portfolio is a combination growth and showcase portfolio. To demonstrate growth, teachers and students select artifacts for inclusion over the course of the year. Through periodic reflection, students examine their work, document what they have learned, and set learning goals. At the end of each quarter, teachers and students confer to identify one or two pieces to showcase as their best work.

Who will use the writing portfolios?

Clearly, students and teachers will use portfolios and they interact and conference about artifacts to include and to showcase. In addition, the portfolios document student learning and competencies that should be featured in parent conferences. Portfolios may also factor into teacher evaluation as teaching and learning evidence.

What kinds of artifacts may be included in the writing portfolio?

Writing portfolios should contain the composition pre and post tests along with specified grade level compositions. In addition, artifacts may include pieces from any content area in draft or published format (having gone through the full writing process). The list that follows contains, but is not limited to, the following representative samples.

A learning log entry A journal entry BCR responses for math or reading Quick writes or other brainstorming activities Research notes Letters A social studies composition Planning documents, photos, and a summary from a science fair project Notes or planning documents (e.g. a story board) for videotaped, audiotaped, or

multimedia presentations. Multimedia or Web 2.0 presentations Formative and summative assessments Peer review records Works in progress Teacher-student conference records


DRAFT

How can teachers manage and organize the writing portfolio?

Teachers may manage writing portfolios by designating a file box or bin as a repository for student portfolios. File folders may be used for individual student portfolios. A table of contents or a log sheet (Resource Sheet _) for each student portfolio is essential. Individual student portfolios should be organized chronologically to facilitate the review of and reflection on growth and quarterly identification of best works.

In schools or grade levels that are departmentalized by content, teachers may maintain a folder for each student to be integrated into a single portfolio at the end of the year. Teachers with self-contained classes may elect to organize the portfolio into sections by content. Artifacts from each content area are then organized chronologically to show growth.

Why should writing portfolios be an interdisciplinary initiative?

Students learn all of the time, so their portfolios should include artifacts which reflect that learning across the curriculum. Portfolio artifacts are based on student products and performance samples, so learning in all content areas should be represented through written, recorded, and multimedia products across subjects or within thematic, interdisciplinary applications.

How is a writing portfolio evaluated?

Most artifacts have been scored or graded prior to their inclusion in the portfolio; therefore, it is not necessary to assess them individually a second time. Instead, portfolios should be holistically evaluated based on completion (the inclusion of specified artifacts) and quality of student reflections. Teachers may use the portfolio checklist (Resource Sheet _) as an evaluation tool.

Portfolio evaluation may occur in several ways:

Solitary review – the classroom teacher alone reviews and evaluates the portfolio Student-teacher conference – the teacher engages the student in a review and evaluation

of the portfolio in a conference setting Team review – a grade level team collaborates to review and evaluate student portfolios

How is writing celebrated through portfolios?

How is a writing portfolio a metacognitive activity?


DRAFT

You’re never going to be a writer unless you write. So sit down and write. ~ Jane Yolen

Writing Instruction

What instructional models might be used to teach writing in the classroom?

Writing skills and strategies may be taught using a gradual release of responsibility or a writing workshop model.

What is the gradual release of responsibility model?

The gradual release of responsibility model entails these lesson components: direct instruction, guided practice, and independent application.

Direct Instruction (5-15 minutes): The teacher introduces, explains, and models a writing skill or strategy.

Guided Practice (5-15 minutes): Students practice the instructed skill or strategy with teacher guidance and feedback.

Independent Practice (5-15 minutes): Students independently apply the skill or strategy on a formative assessment or a piece of writing.

The gradual release of responsibility may be implemented within relatively short timeframes. Practice and application of the skill or strategy may and should extend to writing across the curriculum. In addition, this model is well-suited to instruction of discrete skills or strategies. A representation, but not exhaustive, list of such skills follows.

Commas in a series Subject-verb agreement Composing an enticing lead Developing a satisfying conclusion

What is the workshop model?

A workshop is an instructional model that has three distinct phases: a mini-lesson, independent writing, and sharing.

Mini-lesson (5-15 minutes): The teacher provides explicit instruction on one writing concept. Concepts generally fall into one of the following categories.

o Workshop procedures – Initial lessons often focus on aspects of the writing workshop to facilitate full and effective student participation. These lessons may address how to access writing materials, how to store in-process and completed writings, how to engage in peer review, etc.

o Writing strategies: These lessons focus on the writing process and feature strategies for some aspect of prewriting, drafting, revising, editing, or publishing.


DRAFT

Students may learn how to narrow their topic, plan for a personal narrative, develop an enticing lead, revise to incorporate strong verbs or vary sentences, introduce a convention (grammar, usage, mechanics, or spelling), etc. Writing strategy lessons may also introduce a pertinent feature of one of the 6+1 traits of writing. (See Writing Traits.)

o Characteristics of Good Writing: In these lessons, students use the language of the 6+1 traits of writing to analyze and critique writing. Analysis of writing samples aids students in internalizing the qualities of effective writing.

Independent writing (15-30 minutes): During the independent writing phase, students apply the mini-lesson writing skill or strategy to their own writing and continue in-process work on their writing. During this independent phase, students may engage in peer review. (See Resource Sheet #_ for Peer Review Guidelines.) As students work independently, the teacher confers with an individual student about his writing offering focused feedback or meets briefly with a small group for targeted small group writing instruction. The teacher may also work on a piece of writing.

Sharing (5-15 minutes): At this point in the writing workshop, students read their work aloud to the entire class or to a partner and elicit feedback in the form of praise, questions, or polish. Praise communicates to the writer something that he has done well and should keep in the piece of writing. Questions address areas of the writing that are unclear or confusing and may lead to the polish or recommendation for improvement. Offering feedback should be modeled explicitly and offered respectfully. Often, a teacher will invite students to critique her writing or the writing of an anonymous author to develop the feedback protocol.


DRAFT

Push yourself to try new things…it will make you a better writer. ~ Deborah Nourse Lattimore

Writing Text Types

What are the writing text types?

While there are many genres of writing, the Common Core State Curriculum categories writing into three general text types: narrative, informative/explanatory, and argument (opinion). The writing standards which include and address these text types prepare students for success in college and career. In the elementary grades, the three text types enjoy equal importance.

Grade Level Argumentative

(Opinion)

Informative Narrative

Elementary 30% 35% 35%

Middle 35% 35% 30%

High 40% 40% 20%

What are the characteristics of the narrative text type?

Narrative writing uses time as its deep structure. This writing conveys experience – real or imagined. Genres that exemplify narrative writing include the autobiography, the memoir, and fictional stories. The purpose of a narrative may be to entertain, instruct, inform, or entertain.

What are the characteristics of the informative/explanatory text type?

Informative/explanatory writing conveys information accurately. Writings that exemplify this text type include summaries and instructions. The purpose of informative/explanatory writing is to increase knowledge, explain a procedure, or explore a concept in depth.

Argument is an especially important text type since it requires the writer to provide reasoned, logical proof for a claim or assertion. The purpose of argument is to change the reader’s thinking, move the reader to action, or convince the reader to accept the writer’s explanation of a problem or concept. The complexities of this type of logical reasoning exceed the cognitive ability of most elementary students. Therefore, as a precursor to argument, elementary students are taught to express opinions that are well supported by facts and evidence.


DRAFT

For me, a page of good prose is where one hears the rain [and] the noise of battle. ~John Cheever

Writing to Source and Research

It is difficult, if not impossible, to talk about writing without talking about reading, too. The language arts are inseparable. All writers anticipate readers. All speakers anticipate listeners. One is pointless without the other.

The Common Core Standards (CCS) marry the language arts and integrate them into tasks that require students to write in response to a source following a close reading of the text. The oral language of speaking and listening are the natural, developmental precursors of reading and writing. Performance tasks require close, repeated reading of a text in order to respond effectively by marshalling support and evidence from the text. Responses that rely solely on background knowledge or prior experience are not sufficient. Writing to source refers to the text-based responses t

The authors of the Common Core Standards maintain that students must read complex texts that are worth reading and re-reading. Such texts require close reading and elicit evidence-based responses.

Common Core texts and tasks should be ‘bootstrapped’ together in such a way that they lead to an ever deeper understanding. Tasks or questions may require students to formulate an opinion or claim that they can substantiate with evidence from the text. Evidence from prior knowledge or background experience is not sufficient and will not supplant evidence marshaled from a sufficiently complex text.


DRAFT

Research Standards in the Common Core Writing Strand

Instructional Models

http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdf

https://secure.ncte.org/library/NCTEFiles/Resources/Books/Sample/52119chap01_x.pdf


https://secure.ncte.org/library/NCTEFiles/Resources/Books/Sample/52119chap01_x.pdf

http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdf

DRAFT

The Traits of Writing

What are the traits of good writing?

The 6+1 Traits of Writing represent the characteristics of high quality writing. In order of importance, these traits are ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. In terms of the writing process, ideas and organization hold importance in the prewriting and drafting phases. When it comes to revision, ideas, organization, voice, word choice, and sentence fluency are all worthy of consideration when working to improve the content of a piece of writing. Conventions are most relevant to the editing phase of the writing process, and attention to presentation is essential for publication.

Ideas are the cheapest part of the writing. They are free. The hard part is what you do with the ideas you’ve gathered. ~Jane Yolen

The Idea Trait

There is more to the idea trait than just picking a topic. Key features of the Idea Trait include topic choice, focus, elaboration, and details. After choosing a topic, writers must ensure that the topic is narrow enough to manage…but not so narrow that only a sentence or two are needed. Focused topics beg for elaboration and the rich details that bring the topic to life for the reader.

Work extra hard on the beginning of your story, so it snares the readers instantly. And know how you’re going to end your story before you start writing; without a sense of direction, you can get lost in the middle. ~ Joan Lowery Nixon

The Organization Trait

Organization isn’t all about structure. Most people think of organization as the structure of a piece of writing. Structure is important, but that’s not all there is to the organization trait. Writers attend to the organization trait when they craft an enticing lead and an effective conclusion. Transitions are another aspect of the organization trait. Beginning writers intentionally attend to transition words. Accomplished writers often transition the reader though the text smoothly and seamlessly without heavy doses of transition words. Organization is second in importance since it is critical to effective writing. Organization keeps the reader from getting lost.


DRAFT

The golden rule of writing is to write what you care about. If you care about your topic, you’ll do your best writing, and then you stand the best chance of touching a reader in some way. ~Jerry Spinelli

The Voice Trait

Many teachers are uncomfortable with the voice trait because it feels abstract; however, everyone registers voice when it is present in writing. The writer has connected with the audience. Voice may manifest itself as the unique style of the writer or the tone of the writing. There are two tests for voice in writing. Did the writing affect the reader? Can you name the voice? The voice and word choice traits go hand-in-hand. Apt word choice creates voice.

The difference between the right word and the almost right word is the difference between lightning and a lightning bug. ~Mark Twain

The Word Choice Trait

Word is highly dependent on the writing purpose and the audience and may include natural, precise, sensory or figurative language. Often teachers of writing make the mistake of encouraging young writers to add more adjectives to improve their writing when a strong verb will effect far greater improvement.

I think what is really hard is making sense and making what you write clear and smooth flowing. ~Ray Blount

The Sentence Fluency Trait

Yes, sentence fluency is about writing in complete sentences, but it is also about using sentence fragments for effect. Writers attend to sentence fluency when they rework sentences to achieve the desired rhythm and flow for a piece of writing. They play with sentence beginnings, types, and lengths. Even a short sentence can pack a punch or build suspense.


DRAFT

You write to communicate what’s burning inside you. You edit to let the fire show through the smoke. ~ Author Unknown

The Conventions Trait

Conventions address the level of correctness which come under scrutiny during the editing process. The conventions of Standard English should be taught in conjunction and in the service of writing. Mastering the conventions of Standard English frees a writer to break the rules for effect – such as writing dialect.

Need a quote

The Presentation Trait

Presentation adds eye appeal during the publishing phase of the writing process. It communicates to the potential reader that the writer cared enough to produce a pleasing, neat final copy. Elements of the presentation trait include legible handwriting or consistent, appropriate fonts (when using a word processor), appropriate spacing and placement of graphic images (hand drawn or computer images).


DRAFT

RAFTS Prompts

RAFTS prompts are used to initiate a piece of student writing. Each letter represents one aspect of writing that the student should carefully consider and use in the composition. Teachers may use the RAFTS acronym to prepare a prompt for writing in response to literature or content area reading presenting. An explanation for each letter of the acronym follows along with sample RAFTS prompts.

R - Role of the Writer In planning a RAFTS prompt, consider having writers adopt a role other than themselves. Students might write as a Civil War soldier, a character in a novel, a numeral, a human heart, etc. Assigning a role encourages writers to adopt a distinct point of view and a voice.

A – Audience Identify the audience in the prompt.. Knowing the audience helps students select the content and the style. In addition, students attend to development and detail when the audience extends beyond the teacher.

F – Format Cue the reader to use a form that has been taught and mastered. Knowing the format helps students organize the content and abide by the format conventions, such as a letter, an interview, etc.

T – Topic Clearly identify the topic for the piece to help students narrow their focus.

S – Strong Verb Incorporate a strong verb that will indicate the writing purpose e.g. persuade, explain, inform, narrate.

RAFTS prompts represent an assessment alternative in which students use composition to demonstrate what they know about a topic they have learned. Sample RAFTS prompts for English, math, science, and social studies follow:

English You are Colin in The Secret Garden. Write a note to Mary detailing her selfish behavior.

Math You are the numeral zero. Some humans think you are just a nothing. Prepare a speech to convince them of your importance

Science You are human heart. Write an essay for Grade 5 science students explaining your function in the circulatory system.

Social Studies

You are a Revolutionary War Patriot. Compose a letter to King George explaining your strongest objection to British rule.


DRAFT

.


DRAFT

Quotes about Writing

The six golden rules of writing: read, read, read, write, write, write. ~ Ernest Gaines

The key is to teach ourselves to think, and the writing will take care of itself. ~Christopher Mobley

By writing quickly we are not brought to write well, but by writing well we are brought to writing quickly. ~Quintilian

Metaphors have a way of holding the most truth in the least space. ~Orson Scott Card

If one corrupts language, language can also corrupt thought. ~George Orwell

The pen is the tongue of the mind. ~Miguel de Cervantes

Writing is thinking on paper ~ William Zinsser

Good writing is rewriting. ~ Truman Capote

The writer is an explorer. Every step is an advance into a new land. –Ralph Waldo Emerson

Write to taste life twice, in the moment and in retrospection. ~Anais Nin

Write, write, and write some more. Think of writing as a muscle that needs lots of exercise. ~Jane Yolen

To me the greatest pleasure of writing is not what it’s about, but the inner music the words make. ~Truman Capote

I am not a very good writer, but I am an excellent rewriter. ~James Michener

Putting pen to paper causes us to think more deeply even if our writing is thrown away. ~Norbet Platt

When something can be read without effort, great effort has gone into its writing. ~Enrique Jardiel Porcela


DRAFT

Glossary of Terms

Literature – fiction, drama, and poetry

Literary non-fiction –

On demand writing

PARCC –


bcps.org · web viewthe goal is translate ideas into a written organization without being...

Documents