Guiding Students Through a Process That Produces Substantive Writing WIP Brown Bag Series #3 November 2013 Pamela R. Fletcher, Facilitator

Some Objectives of an Intentional Writing Process: Stimulate learning Encourage and strengthen thinking Foster effective communication

To achieve these objectives, offer students the opportunity to complete various writing assignments that include writing for different purposes and different audiences as relevant to the course.

A writing process includes a variety of both informal and formal writing to help students learn that written communication, like oral communication, is diverse, changing according to its purpose and audience. Informal Writing (Graded or Ungraded) Such assignments can also serve as a first step in writing a formal paper. * Focuses on self as audience * Fosters thinking and understanding of content * Helps to clarify and articulate one’s thoughts and ideas

Some examples of informal writing assignments: * Freewriting and brainstorming help to jumpstart students’ thinking about a topic or to generate ideas for a paper: lists, one-minute papers, concept maps, word associations, outlines, etc. * Journal writing helps students to examine readings, extend/question class discussions, or make observations; it can be used as a tool to engage students in dialogue by having them exchange journals and respond to each others’ entries. * Reflection writing helps students to connect personally with a text (written, audio, oral, or visual), aiming to engage their interest and deepen their understanding.

Formal Writing (Graded) Depending on its purpose, audience, and criteria for evaluation, formal writing runs the gamut of formality. Generally, its aim is to articulate one’s ideas coherently and effectively with a clear purpose to a specific audience. Some examples of formal writing: * Personal essays* Case Notes * Position papers* Case Studies * Analytical papers* Summaries * Lab reports* Narratives * Research proposals* Group process reports * Abstracts * Research papers * Annotated bibliographies se

Practicing an Intentional Writing Process, 1 Suggestion--Decide which assignment(s) will undergo a writing process, and then discuss and include the steps in the written instructions: In writing your research paper, use the following steps, which will earn points. * Prewriting (Brainstorming or freewriting to generate ideas; messy, exploratory, personal) * Organizing your thoughts and ideas (ordering or outlining major points) * Drafting (Giving form or structure to your thoughts and ideas) * Revising (Clarifying thesis statement, thoughts, and ideas through various drafts; purpose- and audience-aware) * Editing and proofreading the final draft

Practicing an Intentional Writing Process, 2 Suggested Classroom Activities, 1 *Class discussion of assignment(s) and the writing process, which includes reviewing examples of drafts from the work of previous students (with their permission) *Prewriting exercise, using a current student’s topic, for example *Thesis writing exercise *Writing drafts of thesis, intro, and body paragraphs *Peer review conferences, including revision guidelines *Student-teacher conferences (brief check-ins/scheduled) * Class discussion of writing mechanics and documentation style, using The Bedford Handbook as a reference Writing

Suggested Classroom Activities, 2 * To prepare for class discussion, have students write in response to specific statements and questions based on assigned texts (readings, films, visual art, etc.) * As a development step, assign a sequence of short writing assignments to help students work toward writing a long paper. Think about the sequence of your course assignments along development lines. * In a few short assignments, have students write to specific audiences from different points of views. Consider engaging cases and scenarios. *Write in response to your own assignments and write with your students during class. Share your work with them. *

References Definition of Writing Intensive Courses. (1995). Hacker, D., & Sommers, N. (2010).The Bedford Handbook. Boston, MA: Bedford/St. Martin’s. Walvoord, B.E. F. (1982). Helping Students Write Well: A Guide for Teachers in All Disciplines. New York, N.Y.: The Modern Language Association of America