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

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

3. 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.

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

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

6. 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

7. 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?

8. 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

9. 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?

10. Rough Draft
Writing Flow Map-Graphic Organizers

11. 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?

12. 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

13. 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?

14. 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

15. 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?**

16. Editing Marks

17. 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.

18. 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.

19. 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.

20. 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

21. Teacher/Student Conference
TEA Writing Rubric (Table format)

22. 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?

23. Time to Get to Work

24. 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?