1. The Writing Process: Instruction & Assessment Revised for LITR 3130
Tonja L. Root, Ed. D.
Early Childhood & Special Education
Valdosta State University
Valdosta, GA

2. Stage 1: Prewriting – Teacher Info.
Read pieces in the same form to develop an intuitive sense of structure.
Show pieces written in that form.
Explain and discuss the structure of the written form: narrative, expository, persuasive, poetry, biography, correspondence, etc.
Root, T. (2011). Writing process. Retrieved from

3. Stage 1: Prewriting – Teacher Info.
Talk about the author’s point of view: Read text as an author – not just a reader.
Provide experiences and/or information to use during writing.
Root, T. (2011). Writing process. Retrieved from

4. Stage 3: Prewriting: Hook & Hold
Spark interest.
Give learning outcomes.
Explain importance: lives & learning.
Make connections: Prior knowledge &/or subject areas & personal experiences.
Root, T. (2010). Writing process. Retrieved from

5. Stages of the Writing Process: Overview
prewriting
drafting
revising
editing
publishing
Root, T. (2011). Writing process. Retrieved from

6. Writing Process: Overview
a process
not linear
recursive
use names of the stages to communicate the process
Link to Writing Process Chart
Root, T. (2011). Writing process. Retrieved from

7. Stage 1: Prewriting
Explain importance: about 70% of writing time needs to be spent in prewriting.
Explain: getting-ready to write stage; everything before writing sentences.
Root, T. (2011). Writing process. Retrieved from

8. ELA GPS Forms & Links narrative expository (informational) persuasive
response to literature
Root, T. (2011). Writing process. Retrieved from

9. Stage 1: Prewriting: Purposes
Explain purposes for writing:
to satisfy personal needs & get things done (instrumental)
to control other’s behavior (regulatory)
to tell about themselves (personal)
to get along with others (interactional)
to learn & find out (heuristic)
to pretend & make believe (imaginative)
to communicate information to others (informative)
Root, T. (2011). Writing process. Retrieved from

10. Stage 1 : Prewriting: Topic & Audience
Topic: the focus of your writing; what you choose to write about.
Audience: to whom you are writing; people who will read your piece of writing.
Root, T. (2011). Writing process. Retrieved from

11. Stage 1: Graphic Organizes: Types
Show & explain a blank graphic organizer students will be using:
story maps
poetic graphic organizers
correspondence graphic organizers
auto/biographic graphic organizers
compare & contrast organizers
persuasive graphic organizers
informational graphic organizers
Link to Graphic Organizers
Root, T. (2011). Writing process. Retrieved from

12. Stage 1: Prewriting: Specific Topic
Explain Topic Selection:
Students take responsibility for choosing their own topics for writing.
Teachers should not supply topics for students -- "writing welfare" (Graves, 1976).
Teacher may specify writing genre/form & purpose (i.e., share what you have learned about ...), but have students choose their own specific topic/content.
Root, T. (2011). Writing process. Retrieved from

13. Stage 1: Prewriting: Specific Genre & Form
Explain the genre & form of writing (briefly) for this piece of writing:
narrative
informational
persuasive
response to literature
Connect genre/form of writing to reading selections of the same form
Root, T. (2011). Writing process. Retrieved from

14. Stage 1: Prewriting: Specific Purpose
Make / share decision about specific purpose for writing for this piece of writing. (See previous slide for purposes.)
Root, T. (2011). Writing process. Retrieved from

15. Stage 1: Prewriting: Specific Audience
Explain Importance of Audience:
Student authors may write for themselves or for others.
Students must have real audiences.
Writing for others requires the author to adapt their writing to fit their audience.
Writing for others requires the author to use perspective-taking skills.
Teacher may specify audience: specific or general (family member)
Root, T. (2011). Writing process. Retrieved from

16. Stage 1: Prewriting: Generating & Organizing Ideas
Provide a variety of idea-gathering activities (rehearsal & background):
Integrating Drawing & Writing (optional)- to do before graphic organizer
Graphic Organizer (required)
Graphic Organizers: Purposes
Root, T. (2011). Writing process. Retrieved from

17. Stage 1: Drawing for Generating Ideas: All Begin with a Drawing
For a class writing on a specific topic:
S. individually draw detailed pictures about the same topic.
S. individually make lists of words related to their pictures.
Class compiles a list of all of the Ss. words.
S. individually write stories relating to their own pictures & using any words.
Root, T. (2011). Writing process. Retrieved from

18. Stage 1: Drawing for Generating Ideas: I Can’t Think of a Story
S. divides paper into sections.
S. draws a picture in each section.
T. asks S. questions about picture.
S. writes paragraph about each picture.
S. adds ideas and details to pictures & writing.
Root, T. (2011). Writing process. Retrieved from

19. Stage 1: Drawing for Generating Ideas: Character &/or Setting Development
S. divide paper into half.
S. draw picture of person, animal, or place to become part of a story.
T. tells S. to list words that come to mind on other half of paper (while writing).
S. write about that person/animal, or setting drawn.
S. add details & ideas to drawing & writing.
Root, T. (2011). Writing process. Retrieved from

20. Stage 1: Drawing for Generating Ideas: Observation Books
T. supplies sketch books called, “Observation Books.”
T. assigns 2-4 drawings/week to be done in sketch books with list of words at edge of drawings.
S. complete assignment using pictures & words as a reference for writing.
Root, T. (2011). Writing process. Retrieved from

21. Stage 1: Drawing for Generating Ideas: Definitions
S. draw a picture of the definition of the word.
S. write a sentence using the word.
Root, T. (2011). Writing process. Retrieved from

22. Stage 1: Drawing for Generating Ideas: Drawing Picture Together
For S. lacking confidence in drawing & writing, S. draw & write together.
T. draws simple face on the paper.
T. asks Ss., “Who could this be?”
S. draw the rest of the person.
T. asks Ss. questions: Where is --? Is -- alone? What is -- doing? How old is --? What time of year is it?
S. finish picture with details.
S. translate picture into a written story.
Root, T. (2011). Writing process. Retrieved from

23. Stage 1: Graphic Organizers: Purposes
Teach students to use graphic organizers to plan and organize their ideas:
to plan writing using words and/or phrases – not complete sentences
to plan writing in sequenced steps and/or address specific structural needs of that form of writing on the organizer
to see the content of writing as a whole
Root, T. (2011). Writing process. Retrieved from

24. Stage 1: Graphic Organizers: Purposes
to see interrelationships among the parts of the structural form
to determine where additional planning is needed
to comprehend the structure of written form
Root, T. (2011). Writing process. Retrieved from

25. Stage 1: Prewriting: Modeling
Show your own finished graphic organizer.
Explain how parts of your graphic organizer conform to your explanation for their graphic organizer.
Explain the purpose of the parts of the graphic organizer.
Tell students not to use complete sentences, only words & clauses.
Root, T. (2011). Writing process. Retrieved from

26. Stage 1: Prewriting: Check for Understanding & Practice
Check for Understanding: Ask review questions (components of prewriting)
Practice: Develop the class collaboration graphic organizer:
Take S. dictation to record / practice the prewriting graphic organizer that you want S. to use when they do their own prewriting.
Show S. comparisons & contrasts with your graphic organizer.
Root, T. (2011). Writing process. Retrieved from

27. Stage 1: Prewriting: Independent Practice - Assessment Activity
Have students complete their graphic organizer.
Remind students of: topic, genre/form, purpose, audience, requirements of graphic organizer.
Remind them NOT to write using complete sentences.
Tell them your exact expectations.
Root, T. (2011). Writing process. Retrieved from

28. Your turn to plan prewriting & complete graphic organizer
Specify a grade level.
Specify a topic in GPS Social Studies or Science.
Remember the form of writing: expository: informational report.
Determine purpose: inform.
Choose an audience: class of 5th graders.
Develop your model of the graphic organizer.
Do not use complete sentences.
Root, T. (2011). Writing process. Retrieved from

29. Stage 3: Drafting: Hook & Hold
Spark interest.
Give learning outcomes.
Explain importance: lives & learning.
Make connections: Prior knowledge &/or subject areas & personal experiences.
Review prewriting stage
Root, T. (2010). Writing process. Retrieved from

30. Stage 2: Drafting
Label drafts Draft, Rough Draft, or Sloppy Copy to prevent students from thinking they can make this the final copy.
Place X on every other line to remember to skip lines (right of margin line). Skip every other line to leave space for making revisions.
Form ideas from graphic organizer into complete sentences.
Root, T. (2011). Writing process. Retrieved from

31. Stage 2: Drafting Emphasize getting down the content of writing.
Do not emphasize correct spelling & neatness.
Teacher will provide support, encouragement, & feedback for ideas and problems.
Root, T. (2011). Writing process. Retrieved from

32. Stage 2: Drafting: Specific Form
Share drafting specifics and concerns related to the specific form of writing:
Parts of graphic organizer (g.o.) related to paragraph formation
Narrative: Beginning & ending will be improved / revised later.
Expository: More information will be gathered as needed. Make sure content is accurate.
Root, T. (2011). Writing process. Retrieved from

33. Stage 2: Drafting: Modeling
Teacher models drafting for students.
[Remember to plan for & to include the types of revising and editing errors you will want to do, so you will make those types of errors in your draft.]
Show your prewriting graphic organizer while showing your completed draft.
Show your draft (label Draft; skip lines with x).
Explain how you converted ideas into sentences.
Explain ways your model fits your expectations for their draft.
Do not emphasize spelling or mechanics in your draft.
Root, T. (2011). Writing process. Retrieved from

34. Stage 2: Drafting: Check for Understanding & Practice
Check for Understanding: Ask review questions.
Practice: Work on class collaboration composition.
Post the class collaboration graphic organizer completed during prewriting.
Transcribe (take) the students’ dictation using the ideas from the graphic organizer.
Explain specifically how to begin the draft. Beginnings are always difficult.
Make errors to anticipate revising & editing.
Root, T. (2011). Writing process. Retrieved from

35. Stage 2: Drafting: Independent Practice -Assessment Activity
Have students draft using their graphic organizers.
Remind them to skip lines, write x, etc.
Conference with students:
“Tell me what you are writing about. That is interesting. Have you included that? Where could you add it to your writing?”
Show students how to add this to their drafts without rewriting. (This is really part of revision.)
Root, T. (2011). Writing process. Retrieved from

36. Your turn to draft
Plan for the types of revising and editing you will want to do (based on proofreaders’ marks chart and GPS).
Make those types of errors in your draft.
Double space typing.
Develop a draft from your graphic organizer.
Label draft, Draft.
Write “X” on blank line to indicate skipping lines when students write.
Root, T. (2011). Writing process. Retrieved from

37. Stage 3: Revising: Hook & Hold
Spark interest.
Give learning outcomes.
Explain importance: lives & learning.
Make connections: Prior knowledge &/or subject areas & personal experiences.
Review prewriting & drafting stages.
Root, T. (2010). Writing process. Retrieved from

38. Stage 3: Revising: Teaching
Refine ideas and content.
Anticipate/meet the needs of readers through changing, adding, deleting, & rearranging content.
Reread the draft after 1-2 days.
Read word by word (point to words).
Make notes, questions, & changes as needed.
Use proofreaders’ marks to add, delete, change, rearrange.
Root, T. (2011). Writing process. Retrieved from

39. Stage 3: Revising: Specific Form
Share revising specifics and concerns related to the specific form of writing:
Narrative: Beginning & ending; descriptions of characters & setting, adding dialogue, sentence structure
Expository: Adding more information as needed. Revising sentence structure and beginning of paragraphs.
Root, T. (2011). Writing process. Retrieved from

40. Stage 3: Revising: Modeling
Model revising stage by showing your own completed revised draft.
Explain your revisions, reason for making them, & proofreader’s marks.
Explain ways your model fits expectations for their revision.
Show proofreaders’ marks: adding, deleting, changing, rearranging.
Root, T. (2011). Writing process. Retrieved from

41. Stage 3: Revising: Modeling
Model writing group procedure on your draft :
Read your composition aloud.
Ask listeners for compliments. Model appropriate responses.
Ask listeners questions about trouble- spots.
Get suggestions.
Add, delete, rearrange, change content based on feedback.
Revising - Practice
Root, T. (2011). Writing process. Retrieved from

42. Stage 3: Revising with Drawing
Optional – diverse learners – additional activity
Teach one of the drawing strategies to assist reluctant writers to revise.
Model the drawing strategy.
Do a class collaboration example of the drawing strategy.
Have writers apply the drawing strategy to their own writing.
Examples of these strategies follow –
Root, T. (2011). Writing process. Retrieved from

43. Stage 3: Drawing for Revising: Sentence Building
For S. who need to develop descriptive sentences, work in pairs with each approving new sentence before it is written:
S. draw with one color of pencil.
S. write short sentence that describes drawing.
S. add to drawing with a second color of pencil.
S. revise sentence to incorporate new picture.
Root, T. (2011). Writing process. Retrieved from

44. Stage 3: Drawing for Revising: Selective Expansion
For S. who write long/complex stories without expanding significant part:
S. writes long/complex story without expanding significant part.
T. brackets this part of the story.
S. draws picture of this part of the story.
T. asks questions to help S. translate meaning from the picture to words.
Root, T. (2011). Writing process. Retrieved from

45. Stage 3: Drawing for Revising: The Too - Short Story
For S. who write too short of stories:
S. write short story.
S. divide paper into sections.
S. write key phrase or sentence from story at the bottom of each section.
S. draw a picture in each with as much detail as possible.
S. could list descriptive words while drawing.
Root, T. (2011). Writing process. Retrieved from

46. Stage 3: Revising: Check for Understanding & Practice
Check for Understanding: Ask review questions.
Practice: Work on class collaboration draft by modeling writing group procedure:
Post class collaboration draft.
Read draft aloud.
Ask for compliments.
Ask questions. Get suggestions.
Add, delete, rearrange, & change content based on feedback.
Root, T. (2011). Writing process. Retrieved from

47. Stage 3: Revising: Writing Groups
Functions of Writing Groups
to offer writer choices
to give writer responses, feelings, and thoughts
to show different possibilities
to speed up revising
When to use writing groups: After students have revised their own piece
Root, T. (2011). Writing process. Retrieved from

48. Stage 3: Revising: Writing Groups
Formation of Writing Groups
Spontaneous: S. share writing through use of author's chair.
Formal: S. assigned & T. participates; group leader changes regularly.
Informal: S. Choose own partner.
Root, T. (2011). Writing process. Retrieved from

49. Stage 3: Revising: Writing Groups
Procedure for Writing Groups
Author reads composition aloud to the group or partner.
Listeners offer compliments: (Teacher will need to model appropriate compliments.)
Author asks questions about trouble-spots.
Listeners offer suggestions about revising.
Repeat the process for all in the group.
Authors plan for revision: Each makes a commitment to revise based on comments & suggestions.
Root, T. (2011). Writing process. Retrieved from

50. Stage 3: Revising: Writing Groups
Teacher’s Roles during Writing Groups:
Be a listener & respond.
Participate in writing groups & conferences.
Model appropriate responses during writing groups.
Root, T. (2011). Writing process. Retrieved from

51. Stage 3: Revising: Independent Activity - Assessment Activity
Have students revise their drafts.
Remind them to add, to delete, to change, & to rearrange content.
Remind them to use proofreaders’ marks.
Tell them your exact expectations.
Conference with students:
“Tell me what you are writing about. That is interesting. Have you included that? Where could you add it to your writing?”
Show students how to add this to their drafts without rewriting.
Root, T. (2011). Writing process. Retrieved from

52. Your turn to revise Print a copy of your draft.
Revise the content of the copy of your draft using proofreaders’ marks, so you still have your original draft.
Use proofreaders’ marks: add, delete, change, rearrange. (Proofreader’s Marks)
Label your revised draft, Revision 1.
Root, T. (2011). Writing process. Retrieved from

53. Stage 3: Editing: Hook & Hold
Spark interest.
Give learning outcomes.
Explain importance: lives & learning.
Make connections: Prior knowledge &/or subject areas & personal experiences.
Review prewriting, drafting, & revising stages.
Root, T. (2010). Writing process. Retrieved from

54. Stage 4: Editing: Teaching
Editing is proofreading.
Requires word-by-word reading & attention to form: spelling, capitalization, punctuation, paragraph formation.
Set writing aside for 1-2 days.
Allows you to see it fresh without being able to read what is not there.
Root, T. (2011). Writing process. Retrieved from

55. Stage 4: Editing: Teaching
Explain the differences between regular reading & proofreading.
Teach proofreading marks.
Focus on particular categories of errors. Teach 5-10 min. mini-lessons.
Provide editing checklists to help students locate & to correct mechanical errors.
Do not expect students to locate & to correct every error.
Root, T. (2011). Writing process. Retrieved from

56. Stage 4: Editing: Specific Form
Share editing specifics and concerns related to the specific form of writing:
Narrative: Quotations for dialogue
Expository: Reference citations (appropriate for 4th & 5th grades)
Root, T. (2011). Writing process. Retrieved from

57. Root, T. (2011). Writing process. Retrieved from http://www. valdosta

58. Stage 4: Editing: Modeling
Model editing stage by showing your own edited piece.
Explain ways your model fits expectations for their editing.
Point out correction of mechanics using proofreaders’ marks.
Review rules of mechanics.
Root, T. (2011). Writing process. Retrieved from

59. Stage 4: Editing: Model Peer Editing
Model peer editing: Writer makes corrections on his/her own paper while peer editor makes suggestions.
Provide time for peer editing.
Provide time for editing conferences with teacher.
During teacher conference, student (not teacher) makes editing changes.
Root, T. (2011). Writing process. Retrieved from

60. Stage 4: Editing: Practice
Edit class composition revised draft:
Post the revised revision.
Post editing checklist.
Take students’ suggestions for editing revised draft or used the shared pen technique.
Use proofreaders’ marks.
Root, T. (2011). Writing process. Retrieved from

61. Stage 4: Editing: Independent Activity - Assessment Activity
Students edit their own revised draft.
Use the proofreader’s marks.
Correct errors listed on the editing checklist.
Ask for assistance or use references for help.
Tell students exactly what you expect by giving them an editing checklist.
Root, T. (2011). Writing process. Retrieved from

62. Your turn to edit Type in all of your revisions (peer & self).
Label 1st copy, Revision 2.
Label 2nd copy, Edited Piece.
Edit your copy of the revised draft, using the chart of proofreader’s marks.
If you teach this as your lesson, develop an editing checklist to have your students use as they edit. Use the GPS Standards and other curriculum materials.
Root, T. (2011). Writing process. Retrieved from

63. Stage 5: Publishing & Sharing: Teaching
Put the piece in final written form.
Rewrite the piece (as developmentally appropriate), applying handwriting skills.
Add visuals as appropriate.
Root, T. (2011). Writing process. Retrieved from

64. Stage 5: Publishing & Sharing
Share finished piece with appropriate audience.
Writing is meant to be read by readers, so share the published piece in written form.
Writing may also be shared by writers reading their piece.
Root, T. (2011). Writing process. Retrieved from

65. Stage 5: Publishing: Specific Form
Share publishing specifics and concerns related to the specific form of writing:
Narrative: Visuals of characters & main event
Expository: Visuals of maps, diagrams, charts, steps of process
Include citations for references
Root, T. (2011). Writing process. Retrieved from

66. Stage 5: Publishing: Modeling
Model publishing stage by showing & discussing your own published piece.
Point out your integration of all corrections.
Discuss using best handwriting for audience.
Show relationship of visual to content of writing.
Root, T. (2011). Writing process. Retrieved from

67. Stage 5: Publishing: Practice
Finish class collaboration edited piece:
Post edited piece.
Write the piece in final form with students assisting as appropriate.
Add visuals as appropriate.
Display in appropriate location.
Have students read it.
Root, T. (2011). Writing process. Retrieved from

68. Stage 5: Publishing: Independent Activity - Assessment Activity
Describe publishing alternatives.
Describe appropriate visuals.
Provide appropriate materials for publishing.
Provide place for sharing published pieces.
Provide time to read & to share published pieces.
Root, T. (2011). Writing process. Retrieved from

69. Your turn to publish Decide how you will publish your edited piece.
Publish edited piece by typing in all edits.
Incorporate all corrections.
Include page with citations in correct APA format for references.
Include a cover sheet with: title, your name, & illustration/picture/image.
Root, T. (2011). Writing process. Retrieved from

70. Assessing Writing: Rubrics
Differentiate levels of student performance on a task or process
Inform teacher and students about evaluation criteria
Assign a score for each attribute separately and individually
Give students diagnostic feedback individually
Root, T. (2011). Writing process. Retrieved from

71. Assessing Writing: Rubrics
Convey teacher’s expectations for students’ work
Help teacher clarify what they want from students
Help all students to identify qualities of excellent work
Help students monitor their own performance
Help teacher justify or validate grade
Root, T. (2011). Writing process. Retrieved from

72. Assessing Writing: Rubrics
Serve as scaffolds for students moving to higher level of performance
Explain to others the teacher’s expectations for students’ work
Lead to overall improvement in quality of students’ work
Link to Rubrics for Writing Assessment
Root, T. (2011). Writing process. Retrieved from

73. Your turn to develop a rubric
Decide upon the form of writing for which the rubric is developed.
Determine the attributes or characteristics of the writing.
Determine number of levels of evaluation for each attribute (at least 3).
Describe each attribute for each level.
Write a title for your rubric.
Include your citation as author.
Root, T. (2011). Writing process. Retrieved from

74. Writing is meant to be an enjoyable activity for all.
If it is not, then your instruction and/or curriculum need to be changed.
It is essential that we nurture these budding writers!
Nurture the delight!
Root, T. (2011). Writing process. Retrieved from

75. References
Graves, D. H. (1983). Writing: Teachers & children at work. Portsmouth, NH: Heinemann.
Olson, J. L. (1992). Envisioning writing: Toward and integration of drawing and writing. Portsmouth, NH: Heinemann.
Root, T. (2011). Revising and editing: Proofreader’s marks. Retrieved from
Tompkins, G.E. (2005). Language arts: Patterns of practice (6th ed.). Columbus: Merrill.
Root, T. (2011). Writing process. Retrieved from