Writing+process

= The Writing Process = toc

Theoretical Framework
Writing is a development of processes in gradual steps. Good writing does not come easily and if one wants to acquire good writing skills one must start from the beginning and go through a series of steps, not just focusing on the final product. One must also be willing to practice these processes to become successful in building a strong concrete paper. Writing is a tool, and if a student is able to express their thoughts through paper then it can indicate that the student understands what is being taught to them. Based on the research, it indicates that the writing process is a great method to encourage students to write because it guides students to become better writers. If not better writers, then it at least gives students the opportunity to reflect their understanding of what is being taught to them. Research “[|indicate that students who have been given an opportunity to use expressive writing as a learning tool will retain more of what they have learned]”. Furthermore, the writing process is not only beneficial for the students yet they will also help the teacher to analyze and assess students’ writings and their reflections about the written topic.

Over the years, writing has been taught and studied as a finished product “[|examining literature which is finished writing; language as it has been used by authors]”. Only studying the finished product of literature, it does not help students in their writing or learning how to write effectively and reflectively. Writing should instead be taught as unfinished and as a “[|process of discovery through literature]". Learning to write in a process helps the students to develop and intellectual process.

The main focus on writing should be the process; however, recent research indicates that throughout the years, the main focus is instead only on the final written product of the student’s paper. Researchers “i[|dentified the complex nature of the composing process and raised questions about past approaches to the teaching of writing]”. Research suggests that because writers often may not know what to write about, it is only through the writing process where the individual has the opportunity to gather and explore their thoughts and idea can they create meaning out of their own writing. Hence, more focus should be placed on the writing process, especially when the individual is at the revision stage, instead of the final product of the paper so that one can freely explore, organize and refine their ideas. Writing should be taught to students as an essential “[|process of discovery]”.

In general, the writing process is separated into six steps:


 * 1) Prewriting
 * 2) Drafting
 * 3) Revising
 * 4) Editing
 * 5) Further Refining
 * 6) Publishing

Mainly, in the first three steps of the writing process, the writer is writing for themselves. However, in the last three steps the writer must write seriously and always keep the focus of their subject in mind. Good writing can help an individual illustrate their thoughts perfectly.

1. Prewriting
Beginning with the prewriting process, it is where one collects their thoughts and ideas. Similar to brainstorming, this process is only written for the writer so it can be informal. Very often the writer just jots downs their thoughts and ideas in relation to their topic on paper; however, some may write long side notes about their topic on the paper as well. In this process, the ideas can be random and unclear.

2. Drafting
The second step is starting a draft about the topic. In this step, one can try freewriting which is writing whatever thoughts one has down on paper in sentences. Since this is also a rough draft of one's writing thoughts can be jumbled, just continue writing, at this stage the main purpose is to get the writer thinking and concentrating more in depth about their topic.

3. Revising
Now at this step, the writer should start organizing their thoughts and make their paper readable for others. Clarify your sentences and create a unity between them. Also emphasize your points and order your points in levels of importance similar to a funnel. Start wide, listing the weakest argument first then the strongest argument last, in your paper.

4. Editing
While editing your writing, look for grammar, or spelling mistakes focus on sentence structure, punctuation and delete any redundancy. Make sure that the writing is clear, precise, and carefully thought out.

5. Further Refining
In this step, one would want to re-read their writing once again and delete and wordiness, as it is the final draft and similar to editing try to create wording clearer and maybe choose more effective wording or vocabulary to enhance your work.

6. Publishing
The last step is publishing or proofreading the final copy of the paper. In this stage, one would want to make sure that the paper is totally acceptable for word usage, spelling and not relying on spell check. The format of the paper, for example, margins, spaces and the overall presentation is also an important component in this step.

1. Prewriting

 * Making a brainstorming web
 * Start out as a class and give students an example, write the main topic in the middle the blackboard then draw a cloud around it and ask students what they think of when they see this word, as thoughts are being said write them out on the sides

2. Drafting

 * Have students freewrite their thoughts about certain topic in journals where spelling and grammar will not be marked to get them comfortable in expressing their feelings and to write freely without worrying that the paper will be graded

3. Revising

 * Give students worksheets with short paragraphs of writing and ask them to revise the order of the words to create a different meaning
 * Give students practice worksheets that will allow them to work on and catch the differences in their writing of the past or present tense being used
 * Give students worksheets with lengthy paragraphs and ask students to rephrase the wording and decrease or increase the length of the paragraph in the worksheet to be more complex or simple

4. Editing

 * Allow students to work in partners or groups and to pass their work around for others to edit their work
 * Create worksheets with tense, grammar or spelling problems for the students to correct

5. Further Refining

 * Have the student read over their own work again and make the necessary changes
 * Create a worksheet and have the student refine the wording of the sentences, for example, adding more adjectives, eliminate any run on sentences, make sure the sentences make sense, or have them make the paragraph or writing shorter than the actual length getting rid of any unnecessary or repetitive wording
 * Create worksheets with sentences that are repetitive and have students correct the redundancy

6. Publishing

 * Have students share their polished paper with their classmates in groups
 * Have students present their paper to the class

**Mini Lessons**
Writing Workshop on Persuasive Writing - [|Scholastic Writing Workshop] Lessons on Different Writing for Grade Two Students - [|Second Grade Mini Writing Lesson] A Lesson Plan on Writing for Grade Two Students - [|Writing Mini Lesson] Different Types of Mini Lesson on Teaching Writing - [|Mini Lessons on Writing]

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Suggested Links
[|Through the Writing Process] [|ABC's of the Writing Process] [|The Writing Center] [|Teaching Language and Literacy] [|The Writing Process] [|Kidspiration in the Classroom]

Suggested Activities
[|Sample Worksheets] [|Worksheet Library] [|Writing Exercise]

**Assessment Ideas**

 * Note if students follow the writing process step by step, did they first brainstorm about the topic they want to write about
 * Have students write a draft and if they have sentences on a sheet of paper then accept that their work has been done if not then they will need to start writing
 * Have students bring in the drafts of of their work and compare it to their revised copies making sure that it is now typed up in sentences and paragraphs and looks organized compared to the draft
 * Have students work in groups and hand their revised copies to their classmates so that it can be read over and edited by someone other than them self
 * After essay is edited by classmate tell students to make any necessary changes to the paper at home for homework then bring in a refined version of the paper with all of the changes made to class
 * Hand in to teacher and mark the final paper according to creativity and writing

Links to Assessment Ideas
[|Literacy - Writing]

[|Paragraph Writing] [|Teaching Ideas]

**References**
Baker, S., & Gamache, L. B. (1998). The //Canadian Practical Stylist with Readings//. Don Mills, ON: Addison Wesley Longman Ltd. 