Writing Process

Quality writing instruction is anchored in the use of the writing process. The teacher’s role in this process is that of a guide and a facilitator. A discussion of the writing process follows:

PREWRITING

The purpose for writing instruction at the prewriting stage is to enable every student to become an independent generator of ideas. To fulfill this purpose, teachers may:

• Model the writing process for students and encourage them to visit the following website:www.realkids.com/club.shtml — this is a great place to get ideas and suggestions for writing.

• There are many ways to have students select topics for writing. Students can brainstorm on their own or with a partner; look for ideas away from the classroom such as field trips, vacations, athletic events, etc.; use pictures from personal archives or from media sources; use important events from “real life” experiences; or use poems, personal narratives, scripts or plays.

• Provide whole class instruction and practice in a variety of prewriting strategies and activities such as webbing/clustering, observations, class discussions, etc. The student, not the teacher, will choose which strategy best suits his/her particular needs based upon the purpose of the writing and the audience.

• Have students select their own topics and develop them in a way that is suitable to their audience and purpose. Writing improves when there is an audience other than a teacher and a purpose other than a grade.

• Provide teacher directed prompts that still leave room for some student choice and do not deprive students of either ownership of their writing or opportunities to improve their writing ability.

DRAFTING

Drafting sentences and connecting one thought to another usually require a deeper level of thinking than do prewriting activities.

• Good writers think about what they are going to write and organize their ideas. To do this they consider the purpose for their writing and the audience for whom they are writing. A related website for further drafting activities:

www.learner.org/exhibits/literature/ — Read A Jury of Her Peers and learn about the elements of a good short story.

• Maintain a supportive environment that incorporates the multiple intelligences, provides rich resources, and gives ample drafting time in class.

• Respect the writer’s ability to make choices about purpose, audience, form, content, and length and to refrain from setting artificial limits or constraints upon these areas.

CONFERENCE

Writers require feedback at all stages of the writing process. During a conference, the writer interacts with teachers, peers, parents and/or others. It is essential, however, that during these conferences the student writer retains ownership of his/her writing. While responders (teachers, peers, or others) may ask questions and offer suggestions, the writer will decide what to incorporate and what to reject. Responders should:

• question rather than dictate

• encourage rather than correct

• coach rather than correct

• guide rather than direct

• model rather than rewrite

• suggest rather than direct

• critique rather than criticize

REVISION

Another integral part of writing is revision. Revision is, in a sense, rethinking or “re-visioning” ideas. During this stage, the writer reshapes and reorders the text to match as closely as possible the new ideas in his or her head. The teacher and peers should not become the “fixers” of students’ writing; rather they should help students note places where work is needed, discuss ideas with students, and have the writers try to make the changes. Toward this end:

• teachers should raise questions to clarify the student’s purpose, audience, meaning, content, ideas, organization, etc.

• teachers/students may demonstrate sample revisions and discuss what impact they make upon the effectiveness of the writing.

• teachers should teach students how to review their writing with each other, talk about possible changes and should provide class time during which this exchange can take place.

• peers may read each other’s writing and offer written or spoken responses and suggestions for the author to consider.

• teachers may design revision checklists for students to use with their own writing and in conferencing with peers.

• teachers should ask students to talk about their revisions and the rationale behind them.

• teachers and students should ensure that authors have the final say in the revisions they make in their writing.

EDITING

The writer’s goal in the editing process is to produce the best possible written piece according to his/her developmental level. This should take place after students have made all the content changes they believe are necessary. During this process:

• teachers will continually monitor students’ writing development in order to plan instruction designed to address specific grammar, spelling, punctuation, and usage needs.

• teachers will emphasize the role of students as owners of their work.

• teachers will support students in self-assessing and making final editing decisions.

• students may use dictionaries, thesauri (printed and mechanical), spell checkers, or computer writing programs.

• teachers will not at any time actually do the writing or make direct corrections on student work.

• teachers may design editing checklists for students to use with their own writing and in conferencing with peers.

PUBLISHING

Publishing is the most important part of the writing process. Students need this aspect of the writing process to help them develop a sense of the importance of their writing, and understanding of why one must learn to write, and a sense of their audience. This is a critical stage — not one to be overlooked. Submission of the work to the Young Authors’ program is publishing. Additionally, this website will publish selected Young Authors’ books too.