TEACHING WRITING USING THE WRITING PROCESS

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TEACHING WRITING USING THE
WRITING PROCESS
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Outcome Students engage in a writing process
to write for a number of different purposes.

• 0.1 Teachers teach students the stages of the
  writing process.
• 0.2 Directed teaching of writing occurs daily
  and includes
• implementing preplanned mini-lessons
  focusing on
• teaching students a variety of aspects of
  each stage of
• the writing process.
• 0.3 Teachers develop and implement an efficient
  classroom
• management system for supporting each
  student in the
• various stages of the writing process.
• 0.4 Teachers support all students with
  personalized scaffolding
• strategies, as needed, in the prewriting
  stage, including
• identifying reason for writing, choosing a
  topic, identifying
• audience, determining form, etc.

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0.5 Teachers support all students with
personalized scaffolding strategies, as
needed, in the drafting stage, including finding,
ordering, and selecting information about
which to write, etc.0.6 Teachers support all
students with personalized scaffolding
strategies, as needed, in the revising
(for clarity) stage, including choice of
grammar, determining amount of information,
presenting information in different way,
use of graphics, etc 0.7 Teachers support all
students with personalized scaffolding
strategies, as needed, in the editing stage,
including proofreading and correcting
composition as it relates to spelling and
mechanics of punctuation, and grammar. 0.7
Teachers support all students with personalized
scaffolding strategies, as needed, in the
publishing stage, including making final copy,
selecting a way to share with intended
audience (e.g., bookshelves, authors
chair/share, bulletin boards, binding, etc.).
0.8 Students are given routine opportunities to
discuss their writing with their
peers/others/intended audience.0.9 Each student
has a writing portfolio that contains at least 5
publications representing different
forms. All 5 publications have evidence of
progress through each phase of the writing
process.
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Activity-Getting to Know One Another

• Form teams of four members who do not know each
  other.
• Pair up to do interview. Decide who is A and B.
• As interview Bs. Bs interview As.
• Without talking any more write about your
  partner.
• Partners get together to see if revision is
  necessary.
• Groups use Rallytable to proofread/edit.
• Make final copy.
• Share by introducing your partner.

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Another way students learn to read is by
writing. For some children, their own writing
provides the first successful reading experience.
Many children love the combination of writing
and illustrating that leads to a published work.
Childrens writing samples, prior to the
publication stage, serve as a rich portrait of
how well young minds are applying important
language skills and strategies, as well as what
they know about words. -Patricia M. Cunningham,
Dorothy P. Hall, Cheryl M. Sigmon
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Why teach writing?

• Reading Improvement
• Required Communication
• Influence Others
• Thought Clarification

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Writing to Learn Reading to Learn

• What do you have to say?
• Be active.
• Do it.
• Student chooses the words.
• Productive.
• Output.

• What did they have to say?
• Sit still.
• Pay attention.
• Teacher chooses the words.
• Consumptive.
• Input.
• Virginia DeBolt, 1998

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WRITING PROCESS

• ?Daily Opportunities to explore and create
  writing
• ? Progression through a number of levels
• ? Part of well balanced literacy program

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CURRICULUM PHILOSOPHY

• INTEGRATED LANGUAGE ARTS
• COMMUNICATION AS CENTRAL FOCUS
• LANGUAGE CONVENTIONS DEVELOPED AND APPLIED IN
  CONTEXT
• RESOURCE BASED CURRICULUM
• SUPPORTIVE ENVIRONMENT
• REFLECTIVE TEACHER/FACILITATOR
• RESPECT OF GRADUAL, ONGOING LANGUAGE DEVELOPMENT

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Purposes of Writing

• To record events To explain
• To hypothesize To persuade
• To invite a response To predict
• To command, direct, or request
• To amuse, entertain To narrate
• To invent To inform
• To find out To invite reflection
• To summarize To comment or give
  an opinion
• Dancing with the Pen

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WRITING WORKSHOP

• A BLOCK OF TIME SCHEDULED EACH DAY WITH STUDENTS
  WORKING THROUGH THE WRITING PROCESS. THIS TIME
  TYPICALLY BEGINS WITH A TEACHER DIRECTED
  MINI-LESSON FOLLOWED BY STUDENTS WRITING ON THEIR
  OWN. THE TEACHER MOVES FROM INSTRUCTOR TO
  FACILITATOR AND PROMOTER OF WRITING WITH FOCUS ON
  INDIVIDUALIZATION.

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THE WRITING WORKSHOP IS HIGHLY STRUCTURED
AND GENENRALLY REQUIRES

• ?A TIMETABLE ? RULES
• ? CLASSROOM SPACE ? A TYPICAL ? STUDENT
  MATERIALS LESSON

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TIMETABLE

• DAILY SCHEDULED TIME
• KINDERGARTEN 30 40 MINUTES
• GRADES 1 3 45 MINUTES 1 HOUR
• GRADES 4 AND UP AT LEAST ONE HOUR OR MORE
  INTEGRATED INTO ANOTHER SUBJECT
  
• 
  -Linda J. Dorn and Carla Soffos

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SPACE

• WHERE WILL BE THE DESIGNATED WRITING AREA? WILL
  THERE BE A TABLE OR COUNTER SPACE FOR NEEDED
  MATERIALS? WILL THERE BE WALL SPACE CLOSE FOR
  WRITING POSTERS? WILL THERE BE WORD WALLS? ARE
  THERE PLACES TO DISPLAY STUDENT WRITING?
• 
  -Linda J. Dorn and Carla Soffos

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RULES

• KEEP TO A MINIMUM.
• THERE WILL BE MOVEMENT AS STUDENTS ORGANIZE
  WRITING AND OBTAIN MATERIALS FROM THE WRITING
  CENTER. THERE WILL BE CONFERENCING.
• A GOOD RULE OF THUMB IS THAT WRITING TIME IS
  QUIET TIME.
• 
  -Linda J. Dorn and Carla Soffos

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A TYPICAL LESSON

• LESSON STARTS WITH A MINI-LESSON THAT IS USUALLY
  5-20 MINUTES LONG.
• STUDENTS PROCEED WITH THEIR OWN WRITING. THEY
  WILL BE AT VARIOUS STAGES IN THE PROCESS.
• AT THE END OF THE LESSON STUDENTS NEED A CHANCE
  TO SHARE THEIR WRITING.
• -Linda J.
  Dorn and Carla Soffos

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MATERIALS

• ? DATE STAMP
• ? STACKING TRAY WITH VARIOUS KINDS AND COLORS OF
  PAPER
• ?MARKERS, PENS, COLORED PENCILS
• ?BASKETS FOR WRITING PAPERS
• ? STAGE STAMPS AND INK PAD
• ? ATLAS

• ?RUBBER STAMPS FOR DECORATION
• ?CHARTS
• ?STAPLER
• ? HOLE PUNCH
• ?TAPE
• ? STICKY NOTES
• ? DICTIONARIES
• ?THESAURUS
• ? WORD BOOKS
• ? PHONE BOOKS

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STAGES OF THEWRITING PROCESS

• PREWRITING
• DRAFTING
• REVISING
• PROOFREADING
• PUBLISHING

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ROTATINg REVIEW
1. Topics are written on pieces of chart paper
and hung around the room. 2. Each team is
given a marker. 3. Designate teams to go to one
of the papers. 4. Team is given one minute to
write on the paper about specific topic. 5.
Teams rotate to next paper when time is
called. 6. Teams are given one minute to read
what the previous team has written. 7. Teams
put a question mark beside ones that they have a
question on or disagree. 8. Team has
an additional thirty seconds to write any other
information. 9. Continue this procedure until
each team has rotated to all the papers.
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Prewriting

• The writer establishes and clarifies a purpose
• of writing, brainstorms possible topics, collects
  pertinent materials, identifies an audience,
  chooses an appropriate form of writing, and
  establishes an initial organizational strategy.
• The teacher helps students select topics,
  encourages them to talk to generate ideas and
  language about the topic, provides resources,
  suggestions, and materials and discusses
  appropriate format and audience.

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INSPIRATION FOR TOPIC IDEAS

• PERSONAL INTEREST INVENTORIES
• CLASS INTEREST INVENTORIES
• MAGAZINES, NEWSPAPERS, PERIODICALS
• RADIO, TV, INTERNET
• INTERVIEWS
• DREAMS, MEMORIES, EXPERIENCES
• LITERATURE RESPONSE
• DISCUSSION, BRAINSTORMING,
• ROLE PLAYING, IMAGINATION

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WAYS TO PREWRITE
WAYS TO PREWRITE

• BRAINSTORMING
• FREE WRITING
• TOPIC OR WORD CHARTS
• LISTS
• JOURNALLING
• WEBBING
• MAPPING

• CLUSTERING
• IMAGE STREAMING
• VISUALIZATION
• FAST WRITING
• GRAPHIC ORGANIZERS
• THINKING
• DAYDREAMING

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PREWRITING STRATEGIES

• Graphic Organizers brainstorming webs,
• mind maps, and other charts that help organize
• thoughts and ideas
• Come Aboard a R.A.F.T. Role, Audience,
• Format, Topic
• Descriptive Word Prompters
• Five Senses Chart
• Handprint Organizer

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Cooperative Learning Structuresfor Prewriting

• 4-S Brainstorming
• Formations
• Inside-Outside Circle
• Roundrobin
• Team Discussion
• Team Interview
• Think-Pair-Share

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Drafting
Drafting
Drafting
Drafting
Drafting

• The writers express ideas in an uninterrupted
  flow while keeping the purpose and audience in
  mind. They get information on paper, concentrate
  on content and explore topic possibilities.
  Invented spellings, blanks, cross-outs, and
  abbreviations are acceptable.
• The teacher offers encouragement, helps organize
  information, gives assistance focusing on the
  topic, provides enough time and structure to
  ensure students get off to a good start.

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FIRST DRAFT QUESTIONS

• What is the purpose for writing this piece?
• What will my audience want to know about this
  topic?
• How can I best arrange my information?
• What main ideas do I want to present?
• What details will support my main ideas?
• What will make a good lead to catch the readers
  attention?
• How can I end the piece effectively?
• -Gary R. Muschia

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?Revising ?

• The writers narrow down topics, eliminate
  irrelevant writing, reorganize writing, write
  additional drafts, and research information.
  Content quality, clarity, smooth flowing ideas,
  and descriptive language is emphasized.
• Teachers encourage peer revision sessions and
  encourage students to talk to other students
  about their writing and add, cut, and reorder
  their writing.

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Revision is not editing for mechanics and
spelling. It is probably the most difficult
stage to teach students.

• Encourage students to
• Write on one side of the paper.
• Use markers or pens so they can concentrate on
  ideas and not on erasing.
• Skip lines so it is easy to mark out/change
• words.

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All writing does not have to be revised, BUT

• Teach students to ask themselves
• Can I improve my writing?
• Should I write from a different point of
• view?
• Are there places where my writing could
• be clearer, more interesting, more
• informative, or more convincing?

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REVISING METHODS

• A.R.R.R.
• Adding, Rearranging, Removing, Replacing
• R.A.G.
• Read Around Group
• A.R.M.S.
• Add, Remove, Move Around, Substitute

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Proofreading/Editing

• Writers should correct mechanical errors
  (spelling, punctuation, and capitalization).
  Writing should be read aloud before the final
  copy is made. An editing checklist is a good
  tool.
• Teachers should encourage peer proofreading,
  provide vocabulary, give instruction of specific
  skills, help students evaluate their writing, and
  encourage students to consult reference materials.

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Teach basic editing conventions to students and
encourage them to use them in editing.

• Teach popular acronyms such as
• C Capitalization
• O Organization
• P Punctuation/Paragraphs
• S Sentences/Spelling
• Use editing checklists

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Cooperative Learning Structures for
Editing/Proofreading

• Corners
• Experts Edit
• Pairs Confer
• Roundtable
• Teams Confer
• Virginia Debolt, 1998

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Publishing
Publishing
Publishing

• Writers make their final copies and share their
  finished work. Writers feel that their writing
  is important when they share.
• Teachers should encourage students to share by
  reading aloud, publishing, organizing a class
  book, making their own books, displaying final
  drafts, and sharing with bulletin boards,
  electronic bulletin boards, multimedia
  presentations, newsletters, newspapers, oral
  presentations, journals, etc.

Publishing
Publishing
Publishing
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Authors Chair is a popular way for students to
share their writing.

• Response to writing
• 2 Hugs and a Wish
• TAG

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Activity

• Look at your card. Go to the corner having the
  word that matches your word.
• Share with the other people in your corner
  anything about that stage of the writing process.
• Go to your seat and write about something that
  was shared in your group.
• Use Inside/Outside Circle to check to see if
  revisions are needed. Make any that are needed.
• Go back to your corner to proofread papers.
• Go to seat and make your final copy for
  publishing.

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A comprehensive writing curriculum includes the
best solutions to teach K-5 students to overcome
a major problem they have learning to write well.
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Problems...

• Motivation
• (2-3 years to develop)
• (More prevalent in writing than reading)

-J.M. Cunningham
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Solutions/ Addressing Motivation Problems
Self-Selected Writing This is an approach where students choose what to write about and how to write without the guidance of a teacher
Single Draft Writing Process writing assumes that students work on more than one draft. However, single draft writing is initially done without standards. This is a shaping process, in which students work on their own time to complete one single draft.
Phonic Spelling Inventive spelling is accepted at this phase.
Positive Sharing This is when students can share their first drafts in a positive atmosphere. In this positive approach, students can begin sharing with questions like, Id like to know more about
-J.M. Cunningham
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Writing isnt just a speaking problem.

• Spelling
• Capitalization
• Punctuation
• Formatting
• Usage (more tolerant in speech than writing)

-J..M. Cunningham
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Solutions Writing Isnt Just a Speech Problem

• Word Walls for high frequency words
• Writing mini-lessons
• Editing instruction (how to use a Word Wall and
  editors checklist to proofread and correct you
  own paper independently)

-J.M. Cunningham
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Writing Research
Meta-analysis review of writing research
George Hallocks of Chicago stated, If you want
to teach students appropriate, mechanical
writing, you must teach students to proofread and
correct their own paper using a small set of
rules .editors checklist.
-J.M. Cunningham
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The Automaticity Problem
(Take 4-5 years to develop)

• The natural inability to juggle all the
  components of writing at the same time
• Need student to have an acceptable first draft.
• Good writers must handwrite, spell, capitalize,
  and format
• Taking dictation is a horrible writing activity
• (example- Student can do one worksheet but
  doesnt generalize to writing and spelling on
  test, not a writing paper)
• By the end of elementary the automaticity has
  developed such that the first draft is adequate
  to the last draft.

-J.M. Cunningham
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Solutions to Automaticity Problem
The Writing Process Writers Workshop

• Revision ways to change content (add, delete,
  re-order, replace content)
• Editing rule-based ways of finding and
  correcting errors
• Copying

-J.M. Cunningham
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Mini-Lessons
Mini-lessons begin in a huddle in the front of
the classroom. The children are close and can
see the teacher write as she thinks aloud and
talks about what she is doing and why. The
teacher writes and models all the things writers
may do. Mini-lessons vary according to grade
level and the observed needs of children.
-J.M. Cunningham
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Great ideas for Mini-Lessons

• Actual class procedures used during the writing
  period
• Rules for the writing period made by teacher
  and/or students
• Teacher models writing using think-alouds
• Working together with the class on shared writing
• Words Authors Use (Have a word a day.
  Examplespublish, illustrate, edit, topic,
  dedicate, etc.)
• Grammar and Usage --
• nouns-words that mean a person,place or thing
• verbs-words that show action
• adjectives- words that describe
• 7. Capital letters
• 8. Punctuation marks
• 9. How to Set a Scene (setting)
• 10. Fiction
• 11. Non-fiction
• 12. Mysteries
• 13. Stories that teach

14. Feelings in writing 15. Read a book, any
book! Books are great writing models 16. How to
add to or change a story 17. Staying on the
topic 18. Rhyming words 19. Synonyms 20. Homonyms
21. Antonyms 22. Poetry (This could turn into a
week of mini-lessons) 23. Letter Writing 24.
Interviews 25. Riddles 26. Jokes 27. Newspapers 2
8. How to make a list 29. Student pieces (Always
use a piece that a student has down correctly)
-J.M. Cunningham
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Revision Mini-Lesson

• Bring in something already written (with
  mistakes), and put on the overhead.
• Revise- Is it interesting? Does it do what I
  wanted?
• Get the student to elicit ways that address
  change.
• Cut poor parts out (kids like to see you cut it
  out!)
• Typically when adding revision during a
  mini-lesson, do not say what you are writing
  (teachers typically do). If you dont say while
  writing, students have the chance to read.
• Tape the parts to overhead
• Ask if anyone wants to revise

-J.M. Cunningham
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Teaching Students Copying Strategies
Copying without new mistakes!

• First- must be revised approved.
• Second- must be revised, edited, approved.

Step 1 Copy one sentence at a time. Check every
sentence to see if copied. Use fingers word by
word to help copy correctly.
-J.M. Cunningham
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The Multiple-Genres Problem
There are many different types of genres or types
of writing. Each one must be learned separately!
-J.M. Cunningham
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Solutions to the Multiple-Genres Problem
Initially self-selected until enough
confidencemotivation to write then address
multiple-genres by

• Focused writing lessons on a variety of types of
  writing - teacher selected writing.
• Carefully crafted prompts - problems not
  prompting students, its when we prompt- this is
  the heart of a focused writing lesson.
• Genre-based writing scales- not to teach
  students to edit, but how to revise

--use descriptive writing scales (teacher use
rubric, not students) --Scale is in a
yes/no-present/not present format one item at a
time
-J.M. Cunningham
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What students read affects how they write
The Prior-Knowledge Problem

• You cannot write well about what you do not know
  about.
• You cannot write well about what you do not
  understand.
• You cannot write clearly and interestingly about
  something unless you know the vocabulary.

Prompted writing disadvantages
some students prior-knowledge.
-J.M. Cunningham
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Solutions to Prior-Knowledge Problems

1. Self-selected writing
2. Experience-based teaching of science, social
   studies, and current events.

-J.M. Cunningham
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Teachers should conference with students in all
stages of the writing process.

• Students should do most of the talking.
• The teacher is a coach not a critic.
• Focus should be on one point/key element.
• Conferences should last no more than two minutes.
• Key Questions
• How are you doing? Are you having any
  problems?
• Whats the best part of your piece of
  writing?
• What are you going to do next?

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Peer Conferencing

• Use Gambits
• Use Peer Response Forms
• Use Modeling and Reinforcement

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Cooperative Learning Structuresfor Conferencing

• Corners
• Inside-Outside Circle
• Numbered Heads Together
• Pairs Confer
• Roundrobin
• Roundtable
• Teams Confer
• Virginia Debolt, 1998

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10 Rules for Writers

• Write.
• Write.
• Write often.
• Write about anything.
• Write about everything.
• Write about what you see.
• Write about what you learn.
• Write about what you think.
• Write about what you read.
• WRITE!!! Virginia DeBolt,
  1998

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Writing Taught Only During Language Arts Period

• Writing Across the Curriculum as a Tool for
  Learning

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Teacher control of decision-making by Deciding
on all writing topics Dictating suggestions for
improvement Determining learning objectives
alone Giving instruction as whole-class activity

• Student ownership and responsibility by
• Receiving help in choosing their own topics
• and goals
• Having brief teacher-student conferences
• Reviewing their own progress

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Time spent on isolated drills on sub skillsof
grammar, vocabulary, spelling, paragraphing,penma
nship, etc.

• Time spent on writing whole, original pieces
• Real writing purposes with student
  involvement in determining
• Instruction/support in all stages of the
  writing process

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Teacher talking about writing butnever writing
or sharing own work

• Teacher modeling all stages of the writing
  process and demonstrating the process

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Grammar lessons, isolated and given in order as
determined by a textbook, before writing begins

• Grammar and mechanics taught in context as
  needed, especially during the editing stage of
  the writing process

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Only teacher reading assignments

• Real audiences reading writing assignments

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Negative evaluations by teacher Marking errors
heavily Editing paper instead of helping
student make improvements Focusing on grading
instead of growth

• Constructive, efficient evaluation
• Brief informal oral responses
• Grading of student-selected pieces
• Viewing of growth and self-evaluation
• Encouraging risk-taking and honest expression

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Activity

• The topic is Women are as effective in combat
  as men.
• Use class value line to demonstrate your feelings
  about this topic and participate in discussion
  with your partner after the line splits.
• Write--remembering your audience.
• Form teams of four. With one partner confer for
  content. Revise as needed. With another partner
  proofread. Make edits and prepare final draft.
  Share with the last person in your group.

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Choose one of these topics.Birth control
should be available to students from their high
school counselors.President Bush is doing an
outstanding job.Madonna is a good role model for
our students.
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If ________ were alive today, what would you ask
him/her?

• ThinkPad Brainstorm Questions
• Independent Write
• Arrange Questions/Answers
• Put together as written interview

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Compare ContrastPlants Animals

• Pair Project with chart
• Use chart to write your compare-and-contrast
  essay on another sheet of paper
• Revise with partner
• Proofread with partner
• Make final copy

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Math Writing Solve this problem

2/4 1/8__ With a partner discuss the
steps to how you solved this problem. With your
partner, list the steps that you used taking
turns writing each step. Create a poster
illustrating the steps to solving the problem.
You will present your poster to the class. Write
a brief paper explaining the process you just
analyzed and sequenced. The steps in your
writing should match the steps as they were
displayed on your poster.
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Z
NOW On your card write something from
today that squared with what you already
thought. On your card write something from today
that made you view something from a different
angle. What new piece of information from the
presentation completed or closed the circle for
you? Write it down. List an action or a new
approach that you will take and share with
someone.
-Bob Pike and Lynn Solem