Prewriting

This is the stage that writers use when getting ready to write.  This is also known as the brainstorming stage.  Brainstorming/Prewriting involves developing and recording ideas to write about using words or short phrases. In preparing to write, writers have to decide on a topic, identify the audience and purpose for writing, determine the genre or form for the piece and gather and organize ideas.  Most writing prompts identify these components; therefore this is the time when writers think about them and record their ideas.

 Once a writer has listed his/her ideas in words and phrases, then he/she must organize them in some sort of order.  The method of organizing is up to the writer.  This is where the writer will determine the length of the writing.  If the goal is one paragraph then a good way to organize the thoughts is using numbers.  What will the writer tell about first, second, third, etc.  If the goal is a multi paragraph then the writer will organize his/her thoughts into paragraph topics.  A good method of doing this is to color-code material to be contained in each paragraph.  For example, first paragraph red, second paragraph blue, etc.

 

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Writing

This is the stage of the process where the writer turns his/her words and phrases into an organized group of sentences.  It is important for writers to recognize that the first step in the writing stage is to identify the topic sentence.  The topic sentence introduces the topic of the paragraph.  The topic sentence should grab the reader’s attention and make them want to read more of the paragraph or essay.  In multi paragraphed writings the first paragraph will be the introductory paragraph.  Its purpose is the same as a topic sentence, to hook the reader’s attention.   

The topic sentence or paragraph is then followed by the detail sentences or paragraphs.  They tell what the writer would like to say in an organized manner. 

The last sentence or paragraph is the conclusion to the writing.  The purpose of the conclusion sentence is to restate the topic in a way that lets the reader know that you are finished writing. 

The writing stage of the process can be easy for some students and very ‘nerve-racking’ for others.  It is important that during this stage students are not hampered with the mechanics of writing.  The purpose is to get their ideas down without regard for spelling, punctuation and grammar.  This is an uninterrupted time for the creativity and writing to ‘flow.’ 

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R evising

Now the writer has finished their first draft.  Every paragraph can be improved upon.  During this stage the writer looks over his/her work for any changes that can be made in the writing.  The writer should not be concerned with the mechanics in this stage either.  This is just checking the organization and information included in the writing. 

During this stage the reader should ask themselves questions such as:  Do I like the order of the sentences?  Do I need to add words to make the sentences better?  Do I need to explain anything better?  Other questions could be:  Do I like my topic sentence or paragraph?  Do I like the body of the paragraph or essay?  Do I like the conclusion sentence or paragraph?

Remember that even professional writers make lots of changes!  A good rule of thumb is to have the students make at least two changes or improvements to their paper. 

Now it is time for conferencing.  This is the most IMPORTANT stage for young writers.  It is also the most challenging for teachers to provide.  It is here that the teacher provides the most differentiated instruction possible.  Teachers should meet with each student during this stage and provide feedback on each child’s writing.  Students can work in pairs to confer.  It is important, however, that teachers take into account the students age and maturity in writing when considering this.  Conferencing with students in very time consuming, but worth ever precious second spent.  It is conferencing that provides students with the proper, individualized, instruction needed. 

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E diting

Young writers should understand that in order to communicate effectively with an audience, writing must be free of errors that can interfere with the understanding of the message or can distract from the writing itself.  Brief mini lessons in capitalization, punctuation, spelling, paragraph structure, grammar, vocabulary, and the structure of complete sentences should be offered repeatedly. 

During the editing stage of the writing process writers should focus on mechanics, grammar and spelling.  When proofreading/editing writers should ask themselves questions such as:  Are all of my sentences complete?  Do my verbs go with my nouns?  Do I need to add punctuation marks or capital letters?  How’s my spelling?  Checklists for students to use during this process are extremely helpful for students.

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Publishing

This is the final stage of the writing process.  It occurs when a completed text is reworked and edited to the satisfaction of the author.  Although many young authors will want to publish everything they write, not all pieces will reach the publishing stage.  A high standard should be set for overall correctness and presentation for the pieces that are to be published. 

This can be made into a FUN event.  Used effectively, this can be a true motivator in getting students to enjoy writing.