WritingProcess

It is important to note that, although the stages of the writing process are presented below in a linear way, the writing process is not a linear process, but rather a fluid process that moves back and forth between the stages as illustrated in the diagram.

Planning or Prewriting

Writing a Draft

  • Talking, thinking, viewing, reading, listening
  • Brainstorming, sharing ideas
  • Planning (sketching, graphic organizers, webbing)
  • Putting ideas down on paper (computer)
  • Letting the writing flow
  • Leaving spaces to fill in further details a little later

Conferencing: Teacher/Student (guidelines for teachers)

  • Keep conferences short
  • See as many writers as possible
  • Go to the students so you can control conference length
  • Make eye contact with the writers
  • Don’t tell writers what should be in their writing
  • Build on what writers know and have done
  • Resist making judgments about the writing
  • When questioning students, ask about something you’re curious about

Sample Conference Questions

  • Tell me more about that
  • I don’t understand that
  • Read it to me again
  • What’s the most important thing you’re trying to say?
  • What’s your favourite part? How can you build on it?
  • How could you find out more about your topic?
  • Is all this information important? What parts don’t you need?
  • Why is this significant to you?
  • Does this lead/bring your reader right into the piece?
  • What do you want your reader to know or feel at the end of your piece?

Questions for peer conferences

  • What would be a better title for the piece?
  • What seems to be the main point of the writing?
  • What uncertainties do you have about the piece?
  • What would happen if key words or main ideas were changed?

Revising

Editing

  • (self, peer, teacher, parent)
  • How can I make this story better?
  • Does it make sense?
  • Is there a beginning, middle and end?
  • Did I respond to my conferencing wishes?
  • Rereading and anticipating a reader’s response
  • Listening for precision of language
  • Tightening and linking
  • Clarifying and sharpening
  • Smoothing out and reordering
  • Listening for pace and rhythm
  • Creating or refining a title
  • Finding ways to engage and support a reader
  • Anticipating a critic’s attention to detail
  • Noticing and correcting

Editing means making changes, when needed to …

  • Words
  • Length
  • Pacing
  • Emphasis
  • Spelling
  • Punctuation
  • Capitalization
  • Paragraphing
  • Verb tense
  • Person
  • Grammatical constructions
  • Visual presentation

Publishing

Why Publish?

  • encourages the reluctant writer
  • strengthens students' self-confidence
  • rewards interest
  • promotes a positive attitude toward literature

Interview with Alycia Pindar: The Writing Process in a Grade 6 Classroom

Writing in your Balanced Literacy Program

Balanced Literacy: Writing

Shared Writing:

  • students and teacher work together on a piece of writing.
  • teacher is the scribe
  • taught in large or small groups

Interactive Writing:

  • teacher and students share the pen.
  • taught in large or small groups.
  • text should be kept simple.

Guided Writing:

  • provides opportunity for students to review and demonstrate a recently taught writing skill.
  • small group setting

Independent Writing:

    • students create their own writing – both self-selected and assigned.
    1. Interview with Lynn Marsden: Writing centres in an early-years classroom