emphasizing process versus product in writing classes
DESCRIPTION
Brecca Hoffman ([email protected]) Craig Dresser ([email protected]) University of Iowa Intensive English Program. Emphasizing Process versus Product in Writing Classes. Process-oriented writing. Process-oriented writing. Extending the process. PROBLEM: - PowerPoint PPT PresentationTRANSCRIPT
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Emphasizing Process versus Product in Writing Classes
Brecca Hoffman ([email protected])Craig Dresser ([email protected])University of Iowa Intensive English Program
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Process-oriented writing
•Focus instruction on the process involved in creating meaning rather than the end product of writing
Objective:
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Process-oriented writing
• Drafts• Workshops• Overlapping instruction and feedback
• Revision to improve the text
Methods:
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Extending the process
PROBLEM: Working with only full drafts (versions of
the paper that include all of the parts) can make the process difficult and confusing for students and teachers
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The scope of the assignment Gives students too many things to
consider all at once Creates large amounts of revision
Becomes difficult for students to monitor and control all weaknesses simultaneously
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Dealing with feedbackTEACHER’S PERSPECTIVE Creates a large task
for the teacher to read and comment on full drafts
STUDENT’S PERSPECTIVE Can be confusing and
disheartening to the student
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Solution
Break the process of writing into discrete parts “Builds” the essay from the ground up Focuses on particular skills in small
manageable assignments Further emphasizes the “process” aspect
of writing within the essay
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Effects
Allows students to apply
feedback to new writing
immediately, instead of
“fixing” things and trying better next
time
Allows students to see how the various parts of
their writing work together
Helps the students
become better at monitoring
their own writing as they
write
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Strategies:Essay basics
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Essay basics
Creating an outline (or similar plan) is critical We ask our students to write parts of
their essays without having written other parts, so it is necessary that they develop a plan first
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Divide and conquer
Have students choose one part of the body to write (topic sentence, paragraph, section, etc.)
Focus on an important writing skill as the students create that part Provide specific instruction about how to
achieve that skill before writing
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Divide and conquer
Have students workshop each other’s writing using a guiding worksheet Handout (A): Body Paragraph Workshop
Have students revise their writing and offer teacher feedback
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Divide and conquer
Have students produce another part of the body
Students should apply
what they learned from the previous part to the new part
Focus on a new skill of their writing in the next section
Remember to instruct or review the
goals for that skill and how
to achieve them before
writing
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Divide and conquer
CONCLUSIONHave students write a conclusion that mirrors the
introduction
INTRODUCTIONHave students write an introduction that reflects the body of the essay
ESSAY BODY
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Divide and conquer
Have students workshop a full draft, looking for any of the skills that you have covered
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Possible additional steps
Reflection writing Handout (B): Peer-Review Reflection
Reduced teacher feedback Specialized rubrics for the parts
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Skills we focus on
Paragraph structure Cohesion
Connecting paragraphs
Logical
development Unity/focus Thesis statements Precise vocabulary GrammarHandout (C): Peer Review Workshop
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Skills we focus onParagraph structure Cohesion
Logical developm
entUnity/focus
Handout (C): Peer Review Workshop
Thesis stateme
nts
Precise vocabula
ryGramma
r
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Strategies:Argumentative writing
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Argumentative writing
•Taking a position and then supporting it and defending it from opposing positions
Objectives:
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Argumentative writing
Strategies using drafting
Develop personal ideas first
Identify opposing
arguments
Develop rebuttals
that connect the two
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Argumentative writing
Strategies without drafting Use debate activities in class▪ Understanding the development of ideas,
anticipating and responding to opposing arguments▪ Evaluate debate as a class▪ Apply skills and evaluation to personal writing
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Strategies:Research writing
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Research writing
•Establishing an opinion or conclusion and using research to support it
Objectives:
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Research writing
Start with ideas Have students write a short essay using
only reason and logic Find sources to support the ideas
Have students draft and workshop summaries, paraphrases, or quotes for their sources
Integrate sources into already existing ideas
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Research writing
Draft and workshop citations and works cited entries Handout (D): Citations “Cheat Sheet”
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Wrap-upBenefits
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Benefits
The overall process for writing an essay is longer, but the work for both teacher and student on each draft is comparatively smaller Students are not trying to produce a
complete paper all at once Students do not need to edit their own
writing for all skills all at once until the end Teachers are commenting on specific skills
and leaving others for later drafts
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Benefits
The process emphasizes to students that they are responsible for applying the process to further parts of their writing instead of relying on the instructor to point out their mistakes This focuses them on honing their
writing skills rather than simply “fixing” errors and trying to do better next time
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Benefits
This process emphasizes the idea that the students must think about their writing as they are writing it, not just afterwards
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Benefits
This process helps the instructor and student to identify and focus on particular strengths and weaknesses for the student
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Benefits
This process helps to bolster the students’ confidence in their own writing Students can more clearly see what their
own strengths and weaknesses are Students are given support throughout
the writing process
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Thank you!
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A big thank you to Jane Gressang for helping us put together the PowerPoint