By Mrs. Shalonda Thompson, M.Ed

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Presentation transcript:

By Mrs. Shalonda Thompson, M.Ed The Writing Process By Mrs. Shalonda Thompson, M.Ed

norms Please, please, please No side conversations Your attention is imperative Your participation is vital Stay Focused Stay On Task

Ice-Breaker Take 4 minutes to introduce yourself to each member at your table Share with them your: Name School Grade Years teaching Be prepared to share out.

The Writing Process There are six vital stages to the Writing Process: Prewriting Drafting Revising/Editing Evaluating Publishing

Pre-teach Parts of Speech Subject-Verb Agreement Fragments Run-On Sentences Tone Purpose Point of View Onomatopoeia Dialogue

Create Writing Process Foldable Fold construction paper in half, vertically Fold construction paper in half, horizontally From the top, fold paper down about 1 ½’’ Continue folding until you have five sections with the last being the largest On the left side, line up strip with label and glue it to the foldable Begin cutting along the folded lines, of the top page, ONLY! Do not cut all of the way to the fold Label each section: Prewriting Drafting Revising/Editing Evaluating Publishing

Stage 1-Prewriting Prewriting is thinking about a topic, brainstorming, and planning Time to Think: What do I want to say? How do I want to say it? Who will read my writing? What else do I need to know to begin? Who can I talk to about my ideas?

Personal Narrative Expository Prewriting Must also consider these elements, while in the Thinking Stage: Audience Tone Purpose (PIE) Point of View (1st, 2nd, 3rd) Tense (Past, Present, Future) Personal Narrative Expository Use the Tree Map to organize ideas

Stage 2-Drafting Drafting is when you quickly put your thoughts to paper Time to Write it Down: Are my thoughts organized? Which ideas do I want to develop? In what order do I want to say them? Who can read this and offer suggestions?

Rough Draft Writing Flow Map-Graphic Organizers

Stage 3-Revising Reworking the organization and details Time to Improve My Writing: Have I read what I have written? Are my details clear? Should I add or take out any parts? Have I used the best ideas and words? Is my writing in a sensible order? What suggestions have others made?

ARMS A-Add sentences and words R-Remove unnecessary words or sentences M-Move a sentence or word placement S-Substitute words or sentences for others

Stage 4-Editing Reviewing and correcting spelling, grammar, capitalization, and punctuation Time to Make Things Correct: Have I used complete sentences? Are my spelling, capitalization, and punctuation correct? Have I marked corrections that I need? Has someone checked my work? Do I have a correct and neat copy?

Cups C-Capitalization First letter of each sentence Proper Nouns The word “I” U-Usage Subject-Verb Agreement Past, Present and Future verb tense are used properly Singular/Plural possessives used correctly Checking for double negatives (Ex: not never) Adjective and Adverbs are used correctly

CUpS continued P-Punctuation Declarative sentences end in a period Interrogative sentences end with a question mark Imperative sentences end with a period Exclamatory and Interjections are followed by an exclamation point Quotation marks, commas, and apostrophes are used properly S-Spelling All words in every sentences are spelled correctly **Is there VOICE?**

Editing Marks

Self-Editing and Peer Editing With a colored map pencil, author will use the Self- Editing/Peer Editing rubric to analyze their writing. With a different colored map pencil, a peer (can be shoulder partner/teacher assigned) will evaluate another author’s writing using the same rubric and write their first name on the peer’s composition.

Peer Conference Author to Author discussion about the edited composition, using the Self- Editing/Peer Editing Sheet Peer explains why he/she made suggestions, how these suggestion could improve the writer’s work, etc.

Stage 5-Evaluating Reflecting and assessing what has been written Author re-reads composition and thinks about how he/she wants to incorporate changes suggested by peer.

Rewrite/Draft 2 This is the neatly written composition Following the Evaluative Step, rewriting is in order. Now, the author is able to correct and add elements, as well as, delete elements. This is the neatly written composition

Teacher/Student Conference TEA Writing Rubric (Table format)

Sharing the final writing with others Stage 6-publishing Sharing the final writing with others Time to Share My Writing: Should I illustrate it and display it? Should I bind it in a book? Should I read it out loud? Can I place it in a classroom library? Will I act it out?

Time to Get to Work

Writing Prompts How to ride a bike How to bake a cake How to care for a pet If you were your pair of shoes for 24 hours… Is it ever alright to lie? What characteristics do people typically look for in a mate? Is your life now, where you pictured it ten years ago? Why is it important to vote? Is global warming an idea or an issue? Is education still as valuable today as it has been in the past?