1. The Writing Process: One’s Foundation for Teaching Writing EDU 3660 Class #2 Cullen-Reavill

2. Three Purposes of Writing 1. Learning how to write Informal activities– “quickwriting” and clustering Formal activities- stories, reports poems using writing process 2. Learning about written language Unique and different than oral language or drawing Learn to consider purpose, audience, elements and form 3. Learning Through writing Writing as a learning tool Informally – analyze and synthesize learning Formally – application of knowledge Writing across the curriculum: content writing

3. Writing Process Model from Dancing with the Pen

4. Four Stages of the Writing Process Model 1. Forming Intentions Choosing topics Determining audience Finding, selecting and ordering information 2. Composing and Drafting Getting it down Revising as you go Sharing Receiving audience response 3. Correcting and Publishing Publishing Proofreading 4. Outcomes Sharing Receiving audience response

5. Five Stage Writing Process from Teaching Writing

6. Stage 1: Prewriting Choosing a topic Identify the purpose of the writing Consider the potential audience Choose an appropriate form or genre Generate, gather and organize ideas and organize ideas

7. Choosing a Topic Must have a variety of ways Student chooses individually Important to write from knowledge and experience Important to practice decision making around choosing topic Teacher chooses for specific reason Writing towards given topic is a life skill needed To practice a particular type of writing or skill Students choose collaboratively with others Peer modeling Collaborative practice

8. Choosing Writing Topic On a page of your journal divide it into two columns at least 10 rows down Write Knowledge on one side and Interest on the other List at least ten things that you know something about and ten different things that you are interested in (leave space next to or underneath each one)

9. List of Writing Purposes Record events Hypothesize Explain Persuade Invite a response Predict Direct or request Amuse or entertain Narrate Invent Inform Find out Invite reflection Summarize Give an opinion Teach a skill or subject topic

10. 7 Types of Language (Halliday, 1975) 1. Instrumental Satisfy needs Business letters 2. Regulatory Control behavior of others Directions and rules 3. Interactional Establish and maintain social relationships Pen pal letters and dialogue journals 4. Personal Express personal opinions Learning logs and letters to the editors 5. Imaginative Express imagination and creativity Poems, stories, and scripts 6. Heuristic Seek information Interviews an questionaires 7. Informative Convey information Reports, non-fiction books, and biographies

11. Identifying Writing Purpose Go back to your list of twenty possible topics and identify a possible purpose and form/genre for each one Now pick the four topic purpose combinations that are your favorites and write them down

13. Gathering & Organizing Ideas Drawing pictures Talking with classmates and teacher Reading many kinds of texts Dramatizing and retelling stories Writing Making graphic organizers

16. Stage 2: Drafting Writing and refining a composition Rough Draft Double space for revisions (if needed help kids mark spaces) Label the piece rough draft – emphasizing content and not mechanics Students need to know that nobody not even professional authors get it right the first few times Teachers must model the drafting process and the writing of a good lead/opening sentence.

17. Stage 3: Revising Revision means “seeing again” Writers clarify and refine ideas in their compositions in order to meet the needs of readers Needs to be seen as necessary and positive Children need to know what revision is why it is important and how it differs from editing  Turn to a person next to you and explain the difference between revising and editing

18. Steps to Revising Reread the rough draft 1. Read out loud to yourself 2. Read to someone else 3. Have someone else read for ideas and content Share the rough draft in a writing group Can be spontaneous or formal Offer choices to the writer Give responses, feelings, and thoughts about the piece of writing Show different possibilities and speed up revising Revise on the basis of feedback Children use spaces they skipped to draw arrows and add words 4 types of changes: Add Substitute Delete Move

19. How many revisions should be made? Discuss this question at your tables: consider grade level and possible needs factors such as special needs or second language learners. Be ready to have someone give your answer and a rationale that supports it. Read the next slide and be able to come up with some good ideas for the author if you were part of the writing group helping with the revision stage.

20. Sample Text for Authors Chair I rember when I was 4 and it was christmas time and I went to spent the day with me aunt faye she took me downtown on the bus I think. We got a soda at the soada bar plase and she bout me a puzzle with Santa. I went to grandpas house where she lived and did the puzzle ate lunch and fell asleep.

21. Stage 4: Editing Putting the pieces of writing into its final form Writers understand that the main purpose of writing is to communicate. Therefore readers must understand what writers write. Mechanics: commonly accepted conventions of written standard English Capitalization Punctuation Spelling Sentence Structure Usage Formatting Considerations  Now use the Proofreaders’ Marks chart on p 17 to edit the sample text

22. Stage 5: Publishing Final Stage of the writing process Children Publish writing Children Share their writing with an appropriate audience As part of this class you will publish a book We will go through the packets that have been passed out For next class have a rough draft (It can be pretty rough, but at least have something as we will be practicing writing groups for revisions)