The Writing Process: Instruction & Assessment Revised for LITR 3130, Fall 2012
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Transcript of The Writing Process: Instruction & Assessment Revised for LITR 3130, Fall 2012
The Writing Process:Instruction & Assessment
Revised for LITR 3130, Fall 2012
Tonja L. Root, Ed. D.Early Childhood & Special Education
Valdosta State UniversityValdosta, GA [email protected]
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
Root, T. (2012). Writing process. Retrieved from http://www.valdosta.edu/~troot/eced4300/writing_process.htm 2
Writing Process: Overview• a process• not linear• recursive• use names of the stages to
communicate the processLink to Writing Process Chart
Stages of the Writing Process: Overview
1. prewriting2. drafting3. revising4. editing5. publishing
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Prewriting – Teacher Info.• Read pieces in the same form to
develop an intuitive sense of structure.• Show pieces written in that form.• Explain and discuss the structure of the
written form: narrative, expository, persuasive, poetry, biography, correspondence, etc.
Stage 1: Prewriting – Teacher Info.• Talk about the author’s point of view:
Read text as an author – not just a reader.
• Provide experiences and/or information to use during writing.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Prewriting: Orientation/Engagement/Motivation
• Spark interest.• Give learning objective.• Explain importance: lives & learning.• Make connections: Prior knowledge
&/or subject areas & personal experiences.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Prewriting:Presentation/Explicit Instruction• Explain importance: about 70% of
writing time needs to be spent in prewriting.
• Explain: getting-ready to write stage; everything before writing sentences.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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ELA CCGPS Forms & Links• narrative• informational• persuasive• https://www.georgiastandards.org/
Common-Core/Documents/CCGPS_ELA_K-12_EducatorResourceDocument.pdf
• http://www.valdosta.edu/~troot/eced4300/assignment_rubrics.htm
• http://educationnorthwest.org/resource/464Root, T. (2012). Writing process. Retrieved from http://www.valdosta.edu/~troot/eced4300/writing_process.htm 8
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Prewriting: PurposesExplain purposes for writing:
• to satisfy personal needs & get things done
(instrumental)• to control other’s behavior (regulatory)• to tell about themselves (personal)• to get along with others (interactional)• to learn & find out (heuristic)• to pretend & make believe (imaginative)• to communicate information to others
(informative)
Stage 1 : Prewriting: Topic & Audience
• Topic: the focus of your writing; what you choose to write about.
• Audience: to whom you are writing; people who will read your piece of writing.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Root, T. (2011). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Graphic Organizes: TypesShow & explain a blank graphic
organizer students will be using:• story maps• poetic graphic organizers• correspondence graphic organizers• auto/biographic graphic organizers• compare & contrast organizers • persuasive graphic organizers • informational graphic organizers Link to Graphic Organizers
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Prewriting: Specific TopicExplain Topic Selection:• Students take responsibility for choosing
their own topics for writing.• Teachers should not supply topics for
students -- "writing welfare" (Graves, 1976). • Teacher may specify writing genre/form
& purpose (i.e., share what you have learned about ...), but have students choose their own specific topic/content.
Stage 1: Prewriting: Specific Genre & FormExplain the genre & form of writing
(briefly) for this piece of writing:• narrative• informational• persuasiveConnect genre/form of writing to
reading selections of the same form
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Prewriting: Specific Purpose
Make / share decision about specific purpose for writing for this piece of writing. (See previous slide for purposes.)
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Prewriting: Specific AudienceExplain Importance of Audience:• Student authors may write for
themselves or for others.• Students must have real audiences.• Writing for others requires the author
to adapt their writing to fit their audience.
• Writing for others requires the author to use perspective-taking skills.
• Teacher may specify audience: specific or general (family member)
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Prewriting: Generating & Organizing Ideas
Provide a variety of idea-gathering activities (rehearsal & background):
• Integrating Drawing & Writing (optional)- to do before graphic organizer
• Graphic Organizer (required) Graphic Organizers: Purposes
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Drawing for Generating Ideas: All Begin with a Drawing
For a class writing on a specific topic:1. S. individually draw detailed pictures
about the same topic.2. S. individually make lists of words
related to their pictures.3. Class compiles a list of all of the Ss.
words.4. S. individually write stories relating to
their own pictures & using any words.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Drawing for Generating Ideas: I Can’t Think of a Story
1. S. divides paper into sections.2. S. draws a picture in each section.3. T. asks S. questions about picture.4. S. writes paragraph about each
picture.5. S. adds ideas and details to
pictures & writing.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Drawing for Generating Ideas: Character &/or Setting Development1. S. divide paper into half.2. S. draw picture of person, animal, or
place to become part of a story.3. T. tells S. to list words that come to
mind on other half of paper (while writing).
4. S. write about that person/animal, or setting drawn.
5. S. add details & ideas to drawing & writing.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Drawing for Generating Ideas: Observation Books
1. T. supplies sketch books called, “Observation Books.”
2. T. assigns 2-4 drawings/week to be done in sketch books with list of words at edge of drawings.
3. S. complete assignment using pictures & words as a reference for writing.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Drawing for Generating Ideas: Definitions
1. S. draw a picture of the definition of the word.
2. S. write a sentence using the word.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Drawing for Generating Ideas: Drawing Picture Together
For S. lacking confidence in drawing & writing, S. draw & write together.
1. T. draws simple face on the paper.2. T. asks Ss., “Who could this be?”3. S. draw the rest of the person.4. T. asks Ss. questions: Where is --?
Is -- alone? What is -- doing? How old is --? What time of year is it?
5. S. finish picture with details.6. S. translate picture into a written story.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Graphic Organizers: PurposesTeach students to use graphic organizers to
plan and organize their ideas: 1. to plan writing using words and/or
phrases – not complete sentences 2. to plan writing in sequenced steps
and/or address specific structural needs of that form of writing on the organizer
3. to see the content of writing as a whole
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Graphic Organizers: Purposes
4. to see interrelationships among the parts of the structural form
5. to determine where additional planning is needed
6. to comprehend the structure of written form
Stage 1: Prewriting: Modeling • Show your own finished graphic organizer. • Explain how parts of your graphic
organizer conform to your explanation for their graphic organizer.
• Explain the purpose of the parts of the graphic organizer.
• Tell students not to use complete sentences, only words & clauses.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 1: Prewriting: Structured Practice/Exploration and/or
Guided Practice/Feedback
Develop the class collaboration graphic organizer:
1. Take S. dictation to record / practice the prewriting graphic organizer that you want S. to use when they do their own prewriting.
2. Show S. comparisons & contrasts with your graphic organizer.
Stage 1: Prewriting: Independent Practice/Application
• Have students complete their graphic organizer.
• Remind students of: topic, genre/form, purpose, audience, requirements of graphic organizer.
• Remind them NOT to write using complete sentences.
• Tell them your exact expectations.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Your turn to plan prewriting & complete graphic organizer
1. Specify a grade level.2. Specify a topic in CCGPS or GPS.3. Specify a genre of writing.4. Specify a form of writing.5. Determine purpose.6. Choose an audience: Grade level of practicum.7. Develop your model of the graphic
organizer.8. Do not use complete sentences.
Stage 3: Drafting: Orientation/Engagement/Motivation• Spark interest.• Give learning objective.• Explain importance: lives & learning.• Make connections: Prior knowledge
&/or subject areas & personal experiences.
• Review prewriting stageRoot, T. (2012). Writing process.
Retrieved from http://www.valdosta.edu/~troot/eced4
300/writing_process.htm
29
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
30
Stage 2: Drafting:Presentation/Explicit Instruction
• Label drafts Draft, Rough Draft, or Sloppy Copy to prevent students from thinking they can make this the final copy.
• Place X on every other line to remember to skip lines (right of margin line). Skip every other line to leave space for making revisions.
• Form ideas from graphic organizer into complete sentences.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
31
Stage 2: Drafting• Teach/review writing trait (ideas).• Emphasize getting down the content of
writing.• Do not emphasize correct spelling &
neatness.• Teacher will provide support,
encouragement, & feedback for ideas and problems.
Stage 2: Drafting: Specific Form• Share drafting specifics and concerns
related to the specific form of writing:–Parts of graphic organizer (g.o.) related to
paragraph formation–Narrative: Beginning & ending will be
improved / revised later. –Expository: More information will be
gathered as needed. Make sure content is accurate.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
32
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
33
Stage 2: Drafting: ModelingTeacher models drafting for students. • [Remember to plan for & to include the types of revising
and editing errors you will want to do, so you will make those types of errors in your draft.]
• Show your prewriting graphic organizer while showing your completed draft.
• Show your draft (label Draft; skip lines with x).• Explain how you converted ideas into sentences.• Explain ways your model fits your expectations
for their draft – including writing trait (ideas).• Do not emphasize spelling or mechanics in your
draft.
Stage 2: Drafting: Structured Practice/Exploration and/or Guided Practice/Feedback
Work on class collaboration composition.1. Post the class collaboration graphic organizer
completed during prewriting.2. Transcribe (take) the students’ dictation using
the ideas from the graphic organizer.3. Explain specifically how to begin the draft.
Beginnings are always difficult.4. Make errors to anticipate revising & editing.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
35
Stage 2: Drafting: Independent Practice/Application
• Have students draft using their graphic organizers.
• Remind them to skip lines, write x, etc.• Conference with students:
–“Tell me what you are writing about. That is interesting. Have you included that? Where could you add it to your writing?”
–Show students how to add this to their drafts without rewriting. (This is really part of revision.)
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
36
Your turn to draft1. Plan for the types of revising and editing
you will want to do (based on proofreaders’ marks chart and CCGPS).
2. Make those types of errors in your draft.3. Develop a draft from your graphic
organizer. 4. Write “X” on blank line to indicate
skipping lines when writing.5. Double space your handwriting.6. Label draft, Draft.
Stage 3: Revising: Orientation/Engagement/Motivation• Spark interest.• Give learning objective.• Explain importance: lives & learning.• Make connections: Prior knowledge
&/or subject areas & personal experiences.
• Review prewriting & drafting stages.Root, T. (2012). Writing process.
Retrieved from http://www.valdosta.edu/~troot/eced4
300/writing_process.htm
37
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
38
Stage 3: Revising: Presentation/Explicit Instruction
• Refine ideas and content.• Anticipate/meet the needs of readers through
changing, adding, deleting, & rearranging content and writing traits (organization, voice, word choice, sentence fluency.
• Reread the draft after 1-2 days. • Read word by word (point to words).• Make notes, questions, & changes. • Use proofreaders’ marks to add, delete, change,
rearrange.
Stage 3: Revising: Specific Form• Share revising specifics and concerns
related to the specific form of writing:–Narrative: Beginning & ending;
descriptions of characters & setting, adding dialogue, sentence structure
–Informational: Adding more information as needed. Revising sentence structure and beginning of paragraphs.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
39
Stage 3: Revising: Modeling • Model revising stage by showing your
own completed revised draft.• Explain your revisions, reason for
making them, & proofreader’s marks.• Explain ways your model fits
expectations for their revision.• Show proofreaders’ marks: adding,
deleting, changing, rearranging.Root, T. (2012). Writing process.
Retrieved from http://www.valdosta.edu/~troot/eced4
300/writing_process.htm
40
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
41
Stage 3: Revising: Modeling
Model writing group procedure on your draft:1. Read your composition aloud.2. Ask listeners for compliments. Model
appropriate responses.3. Ask listeners questions about trouble-
spots.4. Get suggestions.5. Add, delete, rearrange, change content
based on feedback.Revising - Practice
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 3: Revising with Drawing Optional – diverse learners – additional activity• Teach one of the drawing strategies to assist
reluctant writers to revise.• Model the drawing strategy.• Do a class collaboration example of the
drawing strategy.• Have writers apply the drawing strategy to
their own writing.Examples of these strategies follow –
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 3: Drawing for Revising: Sentence Building
For S. who need to develop descriptive sentences, work in pairs with each approving new sentence before it is written:
1. S. draw with one color of pencil.2. S. write short sentence that describes
drawing.3. S. add to drawing with a second color
of pencil.4. S. revise sentence to incorporate new
picture.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 3: Drawing for Revising: Selective Expansion
For S. who write long/complex stories without expanding significant part:
1. S. writes long/complex story without expanding significant part.
2. T. brackets this part of the story.3. S. draws picture of this part of the
story.4. T. asks questions to help S. translate
meaning from the picture to words.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
45
Stage 3: Drawing for Revising: The Too - Short Story
For S. who write too short of stories:1. S. write short story.2. S. divide paper into sections.3. S. write key phrase or sentence from
story at the bottom of each section.4. S. draw a picture in each with as
much detail as possible.5. S. could list descriptive words while
drawing.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
46
Stage 3 : Revising: Structured Practice/Exploration and/or
Guided Practice/FeedbackWork on class collaboration draft by modeling
writing group procedure:1. Post class collaboration draft.2. Read draft aloud.3. Ask for compliments.4. Ask questions. Get suggestions.5. Add, delete, rearrange, & change content
and writing traits based on feedback.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
47
Stage 3: Revising: Writing GroupsFunctions of Writing Groups• to offer writer choices• to give writer responses, feelings,
and thoughts• to show different possibilities• to speed up revisingUse writing groups: After students have revised their own piece
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
48
Stage 3: Revising: Writing Groups
Formation of Writing Groups• Spontaneous: S. share writing through
use of author's chair.• Formal: S. assigned & T. participates;
group leader changes regularly.• Informal: S. Choose own partner.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
49
Stage 3: Revising: Writing GroupsProcedure for Writing Groups1. Author reads composition aloud to the
group or partner.2. Listeners offer compliments:
(Teacher will need to model appropriate compliments.)3. Author asks questions about trouble-spots.4. Listeners offer suggestions about revising.5. Repeat the process for all in the group.6. Authors plan for revision: Each makes a
commitment to revise based on comments & suggestions.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
50
Stage 3: Revising: Writing Groups
Teacher’s Roles during Writing Groups: • Be a listener & respond.• Participate in writing groups &
conferences.• Model appropriate responses during
writing groups.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
51
Stage 3: Revising: Independent Practice/Application
• Have students revise their drafts.• Remind them to add, to delete, to change, &
to rearrange content and writing traits.• Remind them to use proofreaders’ marks.• Tell them your exact expectations.• Conference with students:
– “Tell me what you are writing about. That is interesting. Have you included that? Where could you add it to your writing?”
–Show students how to add this to their drafts without rewriting.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
52
Your turn to revise1. Photocopy your draft.2. On the photocopy, revise the content
using proofreaders’ marks, so you still have your original draft.
3. Use proofreaders’ marks: add, delete, change, rearrange. (Proofreader’s Marks)
4. Label your revised draft, Revision.
Stage 3: Editing: Orientation/Engagement/Motivation
• Spark interest.• Give learning outcomes.• Explain importance: lives & learning.• Make connections: Prior knowledge &/or
subject areas & personal experiences.• Review prewriting, drafting, & revising
stages.Root, T. (2012). Writing process.
Retrieved from http://www.valdosta.edu/~troot/eced4
300/writing_process.htm
53
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
54
Stage 4: Editing: Presentation/Explicit Instruction
• Editing is proofreading.• Requires word-by-word reading &
attention to form: spelling, capitalization, punctuation, paragraph formation.
• Set writing aside for 1-2 days.• Allows you to see it fresh without being
able to read what is not there.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
55
Stage 4: Editing: Presentation/Explicit Instruction
• Explain the differences between regular reading & proofreading.
• Teach proofreading marks.• Focus on particular categories of errors. Teach
5-10 min. mini-lessons.• Teach/review writing trait (conventions).• Provide editing checklists to help students
locate & to correct mechanical errors.• Do not expect students to locate & to correct
every error.
Stage 4: Editing: Specific Form
• Share editing specifics and concerns related to the specific form of writing:–Narrative: Quotations for dialogue–Informational: Reference citations
(appropriate for 4th & 5th grades)
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
56
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
57
Stage 4: Editing: Modeling • Model editing stage by showing your
own edited piece.• Explain ways your model fits
expectations for their editing.• Point out correction of mechanics
using proofreaders’ marks. • Review rules of mechanics.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
58
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Stage 4: Editing: Model Peer Editing
• Model peer editing: Writer makes corrections on his/her own paper while peer editor makes suggestions.
• Provide time for peer editing.• Provide time for editing conferences
with teacher. • During teacher conference, student
(not teacher) makes editing changes.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
60
Stage 4: Editing: Structured practice/ Exploration and/or Guided Practice/Feedback
Edit class composition revised draft:1. Post the revised revision.2. Post editing checklist.3. Take students’ suggestions for editing
revised draft or used the shared pen technique.
4. Use proofreaders’ marks.
Stage 4: Editing: Independent Practice/Application
• Students edit their own revised draft.• Use the proofreader’s marks.• Correct errors listed on the editing checklist.• Ask for assistance or use references for help.• Tell students exactly what you expect by
giving them an editing checklist.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Your turn to edit1. Make a photocopy of your revised draft.2. Label copy, Edited Piece. 3. Edit your copy of the revised draft, using
the chart of proofreader’s marks.4. If you teach this as your lesson, develop an
editing checklist to have your students use as they edit. Use the CCGPS Standards and other curriculum materials.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
63
Stage 5: Publishing & Sharing: Presentation/Explicit Instruction
• Put the piece in final written form.• Rewrite the piece (as developmentally
appropriate), applying handwriting skills.
• Teach review writing trait (presentation)
• Add visuals as appropriate.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
64
Stage 5: Publishing & Sharing: Presentation/Explicit Instruction
• Purpose: to share finished piece with appropriate audience.
• Writing is meant to be read by readers, so share the published piece in written form.
• Writing may also be shared by writers reading their piece.
Stage 5: Publishing: Specific Form• Share publishing specifics and concerns
related to the specific form of writing:–Narrative: Visuals of characters & main
event– Informational: Visuals of maps, diagrams,
charts, steps of process• Include citations for references
(appropriate for 4th and 5th graders)
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
65
Stage 5: Publishing: Modeling
• Model publishing stage by showing & discussing your own published piece.
• Point out your integration of all corrections.• Discuss using best handwriting for audience.• Show relationship of visual to content of
writing.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
66
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
67
Stage 5: Publishing: Structured Practice/ Exploration and/or Guided Practice/Feedback
Finish class collaboration edited piece:1. Post edited piece.2. Write the piece in final form with
students assisting as appropriate.3. Add visuals as appropriate.4. Display in appropriate location.5. Have students read it.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
68
Stage 5: Publishing: Independent Practice/Application
• Describe publishing alternatives.• Describe appropriate visuals.• Provide appropriate materials for
publishing.• Provide place for sharing published
pieces.• Provide time to read & to share
published pieces.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
69
Your turn to publish1. Decide how you will publish your
edited piece.2. Publish edited piece by writing or
typing all revisions and editing.3. Incorporate all corrections. 4. Include page with citations in correct
APA format for references.5. Include a cover sheet with: title, your
name, & illustration/picture/image.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Assessing Writing: Rubrics• Differentiate levels of student performance
on a task or process• Inform teacher and students about
evaluation criteria• Assign a score for each attribute separately
and individually• Give students diagnostic feedback
individually
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Assessing Writing: Rubrics• Convey teacher’s expectations for students’
work• Help teacher clarify what they want from
students• Help all students to identify qualities of
excellent work• Help students monitor their own
performance• Help teacher justify or validate grade
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Assessing Writing: Rubrics• Serve as scaffolds for students moving to
higher level of performance• Explain to others the teacher’s
expectations for students’ work• Lead to overall improvement in quality of
students’ work Link to Rubrics for Writing Assessment
http://educationnorthwest.org/resource/464
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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Your turn to develop a rubric1. Decide upon the form of writing for
which the rubric is developed.2. Determine the attributes or
characteristics of the writing.3. Determine number of levels of
evaluation for each attribute (at least 3).4. Describe each attribute for each level.5. Write a title for your rubric.6. Include your citation as author.
Root, T. (2012). Writing process. Retrieved from
http://www.valdosta.edu/~troot/eced4300/writing_process.htm
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• Writing is meant to be an enjoyable activity for all.• If it is not, then your
instruction and/or curriculum need to be changed.
• It is essential that we nurture these budding writers!• Nurture the delight!
References
Graves, D. H. (1983). Writing: Teachers & children at work. Portsmouth, NH: Heinemann.
Olson, J. L. (1992). Envisioning writing: Toward and integration of drawing and writing. Portsmouth, NH: Heinemann.
Root, T. (2011). Revising and editing: Proofreader’s marks. Retrieved from http://www.valdosta.edu/~troot/eced4300/revising_&_editing.htm
Tompkins, G.E. (2005). Language arts: Patterns of practice (6th ed.). Columbus: Merrill.
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