THE WRITING PROCESSTeacher Abreu

• This strategy guide explains the writing process and offers practical methods for applying it in your classroom to help you become proficient writers.

• The writing process—prewriting, drafting, revising and editing, rewriting, publishing—mirrors the way proficient writers write. In using the writing process, you will be able to break writing into manageable chunks and focus on producing quality material. The final stage, publishing, ensures that students have an audience.

• You, the students, can even coach each other during various stages of the process for further emphasis on audience and greater collaboration during editing.

• Studies show that students who learn the writing process score better on state writing tests (the USA, of course) than those who receive only specific instruction in the skills assessed on the test.

• This type of authentic writing produces lifelong learners and allows students to apply their writing skills to all subjects.

• Success in writing greatly depends on your attitude, motivation, and engagement. The writing process takes these elements into account by allowing you to plan your writing and create a publishable, final draft of their work of which you can be proud.

• The writing process involves to write in a variety of genres, encouraging creativity, and incorporating writing conventions. This process can be used in all subject areas and provides an excellent way to connect instruction with state writing standards.

• THE FOLLOWING ARE WAYS TO IMPLEMENT EACH STEP OF THE WRITING PROCESS:• Prewriting—This step involves

brainstorming, considering purpose and goals for writing, using graphic organizers to connect ideas, and designing a coherent structure for a writing piece.

• With the help of your instructor, engage in whole-class brainstorming to decide topics on which to write.

• “Make a list of important people in your life,” for example. Online graphic organizers might organize your ideas for specific writing genres during the prewriting stage.

• Drafting—Work independently at this stage. The instructor will confer with you individually as you write.

• He will observe areas with which you might be struggling and which might warrant separate conference time or minilessons.

• Reread your own work more than once as you think about whether it really conveys what you want to your reader. Reading your work aloud to classmates and other adults helps you to understand what revisions are needed.

• You will develop greater language proficiency as you collaborate with your peers when revising.

• Rewriting—Incorporate changes as you carefully write or type your final drafts.• Publishing—You are encouraged to

publish your works in a variety of ways, such as a class book, bulletin board, letters to the editor, school newsletter, or website.

• Revising and Editing—The instructor will show how to revise specific aspects of your writing to make it more coherent and clear during minilessons.

• The teacher can model reading his own writing and does a think aloud about how he could add more details and make it clearer.

THE WRITING PROCESS