Writing Process
“If students are to make knowledge their own, they must struggle with the details, wrestle with the facts,
and rework raw information and dimly understood concepts into language they can communicate to
someone else. In short, if students are to learn, they must write.”
and rework raw information and dimly understood concepts into language they can communicate to
someone else. In short, if students are to learn, they must write.”
Reciprocal Teaching Articles:
Cyber Bullying 1
Cyber Bullying 2
Cyber Bullying 3
Cyber Bullying 4 with video
Cyber bullying 5 with UK
Cyber Bullying with Forbes Magazine (references)
Cyber Bullying 1
Cyber Bullying 2
Cyber Bullying 3
Cyber Bullying 4 with video
Cyber bullying 5 with UK
Cyber Bullying with Forbes Magazine (references)
Writing
Writing Handbook
Kim's corner for teacher talk (writing) Writing Resource Guide Writing Process Report Writing Process Websites Parent tip sheets for teaching writing to their children Write it! State of VA writing program (Graduation) Proofreading marks Proofreading quiz Harcourt Proofreading site Proofreading test #1 Proofreading test #2 Practice your proofreading skills Interactive Proofreading test **Everyday Edit exercise Holiday and special day writing lessons Education World 50 quick writes Scholastic quick writes How to use quick writes Quick writes from Pinterest Quick write record keeping Quick write / Quick draw Quick write questions Cornell Notes pages Cornell notes power point Random generator for writing prompts Why do Quick writes? Quick write template Literacy support for quick writes (cross curricular) HOTS quick write questions Quick write rubric Thinking about reading and writing (research paper) Tools for reading and writing (Graphic Organizers) Flip Book Cube Creator Diigo: read / write / think list Read / write / think lesson plans URL's for Read/write/think Daily edits (grammar / idioms) 6th grade writing interactives (100's of organizers) Interactive graphic organizers More Graphic Organizers Common Core (includes Greek and Latin roots) Live binders: read/write/think Graphic organizers Story starters / endings Lots of story starters Reading
Pre-Writing exercise #1:
Copy and paste the following into a word document.
Find the correct word for each of the blanks with a question mark. Provide the products as directed as well. Hyperlink: click here (Writing Handbook) Writing is a skill that follows five specific steps. The five main steps in the writing process are ----?-------, drafting-----?-----, editing, and -------?--------. I. -------------?----------- This is the planning stage for a piece of writing and the ------- step in the writing experience. During this step , writers explore and select topics,( unless the topic is teacher selected). Even during this initial step, writers must: identify the task , the audience for whom they will be writing, and the purpose for writing. These terms may be defined as follows: 1. Task —--?--- am I being asked to write? 2. Audience—---?--- will read/hear my piece? 3. Purpose—-----?--- do I hope to accomplish by writing? Pre-writing involves gathering and organizing ideas about a topic and may include the following: A. Listing/clustering (product: define and give an example) B. Brainstorming (product: define and give an example) C. Discussing D. Reading of models E. Information gathering (library, research, interviews) F. Outlining (product: define and give an example) G. Webbing/mapping/charting (product: define and give an example) H. Presenting with audio visuals I. Other List of Graphic Organizers |
Quick Write
1. What? The Quick Write is a short written response (2-10 minutes) to a an open- ended question or prompt. 2. Why? The strategy is used to develop writing fluency, create a habit of reflection, and informally assess student thinking. It can also activate prior knowledge, help students make connections, encourage critical thinking, reinforce vocabulary, set a purpose for reading, synthesize learning, and demonstrate understanding of key concepts. 3. How? Select a topic related to the topic being studied and define the purpose for the Quick Write. Examples: • Summarize what was learned • Connect to background information or students’ lives • Explain content concepts or vocabulary • Make predictions, inferences, and hypotheses • Pose a question that addresses a key point in the reading selection 4. Explain the purpose of the Quick Write and the informal process of the writing. They should be writing down whatever comes to mind about the prompt. Tell students how long they will have to do the writing. If possible, write with the students. 5. Organization and grammar are not the focus. Typically, a Quick Write is graded only for completion, not for quality or accuracy. 6. Quick Writes can become part of a journal or learning log. Short written comments and/or a brief follow-up discussion can develop teacher-student dialogues that can help students’ writing or thinking. Students can also share their responses in small groups. Adapted from Center for Resource Management materials, © 2006. Quick Write Template Name: Class: Reading selection or lesson topic: ____________________________________________________________________ Directions: Write the Quick Write prompt provided by the teacher here. _____________________________________________________________________ Respond to the prompt on the rest of the page, continuing on the back of the page if needed. Click here to learn about:
Political Cartoon Analysis Political Analysis Form: download and use Cagle.com: political cartoon website Political Cartoons: Charlotte, NC Example of Political cartoon analysis
Click here for the hyperlink
1. Introductory Paragraph: See, first, Writing Introductory Paragraphs for different ways of getting your reader involved in your essay. The introductory paragraph should also include the thesis statement, a kind of mini-outline for the paper: it tells the reader what the essay is about. The last sentence of this paragraph must also contain a transitional "hook" which moves the reader to the first paragraph of the body of the paper. 2. Body — First paragraph: The first paragraph of the body should contain the strongest argument, most significant example, cleverest illustration, or an obvious beginning point. The first sentence of this paragraph should include the "reverse hook" which ties in with the transitional hook at the end of the introductory paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional hook to tie into the second paragraph of the body. 3. Body — Second paragraph: The second paragraph of the body should contain the second strongest argument, second most significant example, second cleverest illustration, or an obvious follow up the first paragraph in the body. The first sentence of this paragraph should include the reverse hook which ties in with the transitional hook at the end of the first paragraph of the body. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional hook to tie into the third paragraph of the body. 4. Body — Third paragraph: The third paragraph of the body should contain the weakest argument, weakest example, weakest illustration, or an obvious follow up to the second paragraph in the body. The first sentence of this paragraph should include the reverse hook which ties in with the transitional hook at the end of the second paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional concluding hook that signals the reader that this is the final major point being made in this paper. This hook also leads into the last, or concluding, paragraph. 5. Concluding paragraph: #This paragraph should include the following: an allusion to the pattern used in the introductory paragraph, a restatement of the thesis statement, using some of the original language or language that "echoes" the original language. (The restatement, however, must not be a duplicate thesis statement.) a summary of the three main points from the body of the paper. a final statement that gives the reader signals that the discussion has come to an end. (This final statement may be a "call to action" in an persuasive paper.) |
Drafting: Writing Exercise #2
II. DRAFTING is step two in the writing process.
Find the correct word to place into each of the question marks below.
Hyperlink is: Click here for the Writing Handbook
Drafting is the second step in the writing process.
In the drafting step, writers put their ideas into _____?____.
Then they build their ____?______ into paragraphs.
The primary focus in drafting is merely to ______ ?_______ down on paper.
Writers should not ___?___ about mistakes in this step.
_____?_____ can be fixed later during revision.
Depending upon the age and experience of the writer and the difficulty/complexity of the writing assignment, ___?___ or more drafts may be necessary.
During drafting, writers should ___?__ lines when producing either a word-processed copy or a hand written copy of their pieces, as this will make the ____?____ step much easier.
Find the correct word to place into each of the question marks below.
Hyperlink is: Click here for the Writing Handbook
Drafting is the second step in the writing process.
In the drafting step, writers put their ideas into _____?____.
Then they build their ____?______ into paragraphs.
The primary focus in drafting is merely to ______ ?_______ down on paper.
Writers should not ___?___ about mistakes in this step.
_____?_____ can be fixed later during revision.
Depending upon the age and experience of the writer and the difficulty/complexity of the writing assignment, ___?___ or more drafts may be necessary.
During drafting, writers should ___?__ lines when producing either a word-processed copy or a hand written copy of their pieces, as this will make the ____?____ step much easier.
Writing Exercise # 3: Pre-Writing
Just think of prewriting as a practice for the “real thing”. Prewriting is the getting ready to write stage in the writing process. This step is crucial to the writing process as a rehearsal is to a performer. Prewriting sets the stage for what the writer wants to write about, Talking with a colleague and sharing ideas are key elements to the prewriting stage. Following are some prewriting instructional routines:
1. Talking is the most important prewriting activity for all writers. Everyone loves to talk about things that interest them! Talking can be informal or formal. Have students turn and talk to a partner, conference with a peer ,or conduct an interview. Talking with other classmates and adults helps students gather alternate views about a topic.
2. Brainstorming helps students record their thoughts and ideas by compiling a list on a topic. This can be done in small groups, whole class or individually. If done individually, they need to share their ideas with the class.
3. Graphic organizers may also be used to link words with the main topic (i.e. cats –and words associated with cats). Students enjoy creating graphic organizers and find them most helpful in the writing process.
4. Drawing as a prewriting activity enhances writing because sometimes, without a visual image, students find it hard to write about an event. Having students draw first will give them many ideas and enrich the details.
5. Reading and gathering ideas by using literature will open up discussion and provide a wealth of ideas for writing. The students may relate to the characters, events, problems or style of the book or poem.
6. Quick writes of 5 or 10 minutes enables students to generate ideas very quickly. The students are allowed to write whatever comes to their mind (or the teacher may provide a topic.) Quick writes do not need to be well organized nor elaborated. After the allotted time, students reread their writing and may decide to expand upon it or save it in a notebook for consideration at a later date.
7. Making lists of possible topics or listing as much as they can about a given topic is a helpful strategy and is one type of brainstorming.
8. Conducting research and finding out as much as they can about their subject is important for producing a fully elaborated, polished piece of writing.
9. Formal and informal reading of books, newspapers, flyers, magazines or anything else that has information related to their topic enables students to write with the voice of an expert.
10. Outlining is a type of graphic organizer and gives students a visual aid for organization.
11. Remembering personal experiences with a topic, both the positive and the negative, helps students write with voice and conviction.
12. Notebooks and journal writing several time a week allows students to write about topics of their own choosing, which often are the seeds of extended pieces. They also provide an ongoing record of a writer’s growth.
13. Observing nature or people is an excellent prewriting activity. Taking students outdoors to a nature park or even to a quiet corner of the playground provides many items of interest to observe and describe. Or, if going outdoors isn’t an option, students may watch a movie or video on the internet.
14. Anticipation guides are frames for writing and they assess a class’ knowledge before they start writing or reading (if you have a particular topic in mind). See next page for an example.
1. Talking is the most important prewriting activity for all writers. Everyone loves to talk about things that interest them! Talking can be informal or formal. Have students turn and talk to a partner, conference with a peer ,or conduct an interview. Talking with other classmates and adults helps students gather alternate views about a topic.
2. Brainstorming helps students record their thoughts and ideas by compiling a list on a topic. This can be done in small groups, whole class or individually. If done individually, they need to share their ideas with the class.
3. Graphic organizers may also be used to link words with the main topic (i.e. cats –and words associated with cats). Students enjoy creating graphic organizers and find them most helpful in the writing process.
4. Drawing as a prewriting activity enhances writing because sometimes, without a visual image, students find it hard to write about an event. Having students draw first will give them many ideas and enrich the details.
5. Reading and gathering ideas by using literature will open up discussion and provide a wealth of ideas for writing. The students may relate to the characters, events, problems or style of the book or poem.
6. Quick writes of 5 or 10 minutes enables students to generate ideas very quickly. The students are allowed to write whatever comes to their mind (or the teacher may provide a topic.) Quick writes do not need to be well organized nor elaborated. After the allotted time, students reread their writing and may decide to expand upon it or save it in a notebook for consideration at a later date.
7. Making lists of possible topics or listing as much as they can about a given topic is a helpful strategy and is one type of brainstorming.
8. Conducting research and finding out as much as they can about their subject is important for producing a fully elaborated, polished piece of writing.
9. Formal and informal reading of books, newspapers, flyers, magazines or anything else that has information related to their topic enables students to write with the voice of an expert.
10. Outlining is a type of graphic organizer and gives students a visual aid for organization.
11. Remembering personal experiences with a topic, both the positive and the negative, helps students write with voice and conviction.
12. Notebooks and journal writing several time a week allows students to write about topics of their own choosing, which often are the seeds of extended pieces. They also provide an ongoing record of a writer’s growth.
13. Observing nature or people is an excellent prewriting activity. Taking students outdoors to a nature park or even to a quiet corner of the playground provides many items of interest to observe and describe. Or, if going outdoors isn’t an option, students may watch a movie or video on the internet.
14. Anticipation guides are frames for writing and they assess a class’ knowledge before they start writing or reading (if you have a particular topic in mind). See next page for an example.
Story Endings:Use the following endings to stories to come up with the beginning and middle. This is an unusual twist on the story starter.
1. My friend and I walked hand in hand out of the school. It was the best day I can ever remember.
2. I will never forget the day I spent in the principal's office. The next time my friend Larry asks me to do him a favor, I will run the other way.
3. My dog Molly is the best dog in the whole world. If it wasn't for her I would have drowned in the lake today. She saved my life.
4. The zookeeper locked the gorilla cage and the crowd walked to their cars. I bet that Shawn will think twice the next time he pounds on the glass of the gorilla enclosure at the zoo. It could have turned out much worse than it did.
5. We filed off the bus one at a time. Our bodies were covered with dirt, our clothes were torn, and we had calluses on our hands, but we all had smiles on our faces.
6. The team lifted me onto their shoulders and carried me around the gym. I looked at the shiny trophy in my hand and smiled. It has been the best basketball season ever.
7. I fell out of the two-man sailboat and kissed the sand. What a day! I never thought I would see the land again two hours ago when the fog was surrounding us. My sailing days are over.
8. The crowd was cheering as I lifted my face out of the pie pan. I never heard them until I had finished the whole cherry pie. I bet no one ever expected a skinny kid like me to iwn the pie eating contest today, but then they don't know my secret.
9. We covered the hideout with leaves and sticks. Hopefully no one would ever find our special place in the woods. It would be our secret for years to come.
1. My friend and I walked hand in hand out of the school. It was the best day I can ever remember.
2. I will never forget the day I spent in the principal's office. The next time my friend Larry asks me to do him a favor, I will run the other way.
3. My dog Molly is the best dog in the whole world. If it wasn't for her I would have drowned in the lake today. She saved my life.
4. The zookeeper locked the gorilla cage and the crowd walked to their cars. I bet that Shawn will think twice the next time he pounds on the glass of the gorilla enclosure at the zoo. It could have turned out much worse than it did.
5. We filed off the bus one at a time. Our bodies were covered with dirt, our clothes were torn, and we had calluses on our hands, but we all had smiles on our faces.
6. The team lifted me onto their shoulders and carried me around the gym. I looked at the shiny trophy in my hand and smiled. It has been the best basketball season ever.
7. I fell out of the two-man sailboat and kissed the sand. What a day! I never thought I would see the land again two hours ago when the fog was surrounding us. My sailing days are over.
8. The crowd was cheering as I lifted my face out of the pie pan. I never heard them until I had finished the whole cherry pie. I bet no one ever expected a skinny kid like me to iwn the pie eating contest today, but then they don't know my secret.
9. We covered the hideout with leaves and sticks. Hopefully no one would ever find our special place in the woods. It would be our secret for years to come.