Authoring cycle

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The Authoring Cycle (Writing Process) EDUC 2217 Spring 2010

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  • 1. The Authoring Cycle (Writing Process) EDUC 2217 Spring 2010

2. Authoring Cycle Big Ideas

  • Draws from life experiences
  • Real choice and personal responsibility
  • Mini-lessons, modeling, small group
  • Conversation, reflection and revision

3. Personal Experience

  • Starting with childrens own experience is emphasized.Why is it important to help children tob u ild from what they already know?
  • What are some examples of writing activities that build on childrens life experiences?

4. Launching Writingthrough Reading

  • Immersion in the genre the students will study
  • Read and respond to pieces in the genre
  • Generate characteristics of the genre

5. Memoir Immersion

  • Read the memoir selection aloud.
  • As you read, think about the questions you have been given.
  • Jot down answers to the questions as you work.
  • Discuss your thoughts with your group.
  • Be prepared to present your findings with the rest of the class.

6. Prewriting: Generating Ideas

  • Finding topics
    • Life Story Time Lines
    • Lists
      • Things I Might Write About
      • Things We Know A lot About
    • Sketch Journals
    • Story Boards
  • Consider audience
  • Identify purpose
    • The Five Steps
      • Think, Draw, Write, Name, Date
  • Choose appropriate genre
  • Other Ways to Find Topics
  • Mapping:
    • Drawing maps of special places
    • Hand map & Heart map
  • Toy Stories:
    • Acting out stories with others
  • Story extensions:
    • what would happen next?
    • borrowing language patterns, characters, settings
  • Discussion
    • Talk with peers, family, etc.

7. Drafting

  • Write a rough draft
    • Cant stop writing
  • Craft leads to grab readers attention
    • Write one sentence and say, Im Done!
    • Adding on (can continue the next day)
  • Emphasize content over mechanics
    • Who? What? When? Where? Why?

8. Revision

  • Revision = seeing again (or Re Vision)
  • Steps in revision process
    • Reread the rough draft
    • Share the rough draft in an Authors Circle
    • Revise based on feedback
  • Why Revise?
    • Writing is better
    • Move towards revising while writing
    • Students become better writers

9. Authors Circle

      • Authors Circles are one way for students to find out how others respond to their writing.How do you, as the teacher, organize and conduct authors circles?

10. Authors Circle

  • What happens?
  • Everyone brings a draft to the circle
  • These are in-process pieces
  • Author likes his/her piece, but wants to work on it
  • This is a place for seeking advice , not just to share
  • What does the author do?
  • Presenting author reads piece aloud
  • Author indicates what kind of feedback is needed
  • Author takes notes on audience responses
  • Final decisions about what to change belong to the author

11. Authors Circle

  • What does the audience do?
  • Audience receives the piece
    • Say what they heard
  • Audience asks questions
    • Unclear
    • Need more information
    • Ask about how the piece was written
    • Ask about future plans for the piece
  • Questions focus on ideas/meanings rather than editing (conventions)

12. Authors Circle

  • How do Authors Circles help students become better writers?
  • Presence of listeners helps the author to take a new perspective
    • sees howreadersare understanding the message
  • Authors develop a sense of audience begins anticipating the response of the reader
  • See demonstrations provided by other authors
    • Expands on the readers perspective
    • Learning by example and experience new ideas

13. Alternatives to Authors Circle

  • Author talk time
    • Pairs talkaboutthe writing they did
  • Peer conferences
  • Teacher-child conferences
  • Writing in the round sharing the construction of a written piece

14. Revision Strategies

  • Adding (Pushing In) Strategy
    • words or phrases
    • dialogue
    • missing part
  • Replacing (Trading) Strategy
    • words or phrases
    • telling with showing
    • beginning or ending

15. Revision Strategies (ctd)

  • Reordering (Cutting and Sorting) Strategy
    • Sentences or paragraphs that are not in the right sequence
  • Removing (Chopping Out) Strategy
    • Sentences or paragraphs that dont stay on topic or distract the reader
    • Revision Strategies from:Cunningham & Cunningham (2010).What Really matters in Writing: Research-Based Practices across the Elementary Curriculum.Boston:Allyn & Bacon.

16. Revision vs. Editing

  • Revise for meaning
  • Authors control revision
  • Edit for conventions
  • Editors control editing

17. Revision and Editing

      • How does studento w nership of their writing figure into revision and editing?

18. Editing

  • Editing = putting writing into its final form with a focus on mechanics (conventions)
    • Capitalization
    • Punctuation
    • Spelling
    • Sentence structure
    • Usage
    • Formatting considerations
  • Most effective way to teach editing is through the writing process rather than worksheets (Fearn & Farnan, 1998)

19. Editing

  • Take a break from the composition
  • Proofread
    • Use convention chart for reference
    • Focus on one convention at a time when learning
    • Checklist for children to follow
      • Then trade with afriend
  • Correcting Errors
    • Author correct errors on own
    • Meet with teacher for final approval
  • Editors Tables can be successful

20. Editors Table

  • A physical space set aside for editing toward the END of the cycle allows for freedom during the drafting stages.
  • Focus is on conventions
  • Conventions exist to support outside readers
  • Necessary for published work
  • All writersneed outside editors to get it right
  • Seeing the convention mistakes of others is easier than seeing ones own
  • Peer/teacher discussion with the author about parts that are difficult to read sensitizes him/her to the purpose for conventions.
  • Over various writing projects teachers adjust the amount and kinds of conventions that students are expected to look for *

21. Publishing

  • Create final produce and share with audience
  • Increases motivation and identity as an author
  • Publishing can take on many different forms:
    • Sit in an authors chair
    • Submit piece to writing contests
    • Display the writing
    • Create a class book
    • Share at a read-around party
    • Read to families
    • Visit a class with younger children and read piece

22. Publications

  • Authors Chair (and other readings)
  • Displays (bulletin boards, etc.)
  • Plays, presentations
  • Authors Teas/coffee houses
  • Young Authors Conferences
  • Websites that publish student writing
  • Letters (that are really mailed)

23. Publications

  • Books (individual or class books)
  • Newspapers or magazines
    • distributed to class, parents, school, etc.
  • Museum displays (with curator's captions)
  • Keeping the work public (after Authors Chair / share) keeps it alive, active and real
    • Displaying books in classroom library

24. Authoring Cycle

      • Develop a working understanding of the parts of the writing process.Create a diagram of the writing process on the back of this page to support your learning.

25. References

  • Cunningham & Cunningham (2010).What Really matters in Writing: Research-Based Practices across the Elementary Curriculum.Boston:Allyn & Bacon.
  • Tomkins, G.E. (2008).Teaching Writing:Balancing Process and Product, 5th Edition.Upper Saddle River, NJ:Pearson.