The Writing Process: Expository Writing

Susan E. KennedyValdosta State University

Summer 2005

Writing Process Prewriting- Getting ready to write

stage Drafting- Sloppy copy (ideas onto

paper) Revising- Adding, deleting,

substituting words or sentences. Editing- Grammar Publishing- Making the final piece

come to life.

Grouping What is appropriate? What are the needs of the students? Do students communicate and

brainstorm ideas individually, small groups or large group more appropriately?

What is the purpose of the mode and stage of writing?

Grouping Within Each Stage of Writing Pre-Writing

Use whole group for modeling: show students what is expected and acceptable.

Small group of 5 students for practice: Have students highlight and find main details and interesting facts.

Individual for assessment activity: Have student demonstrate understanding of writing stage.

Grouping Within Each Stage of Writing Drafting

Whole Group with Modeling: Demonstrate putting ideas from organizer to complete thoughts on paper.

Small Group for Practice: Each person in group puts together a paragraph. Collaborate

Individual for Assessment: Shows ownership of their knowledge on each stage of writing process.

Grouping Within Each Stage of Writing Revising

Whole group for modeling: Show how revisions are made and feedback is needed.

Small group for practice: Individuals w/in group can give feedback and see other models of revisions and feedback in group.

Individual for assessment: Students will evaluate and revise their thoughts.

Grouping Within Each Stage of Writing Editing:

Whole Group for Modeling: Show the editing and proofreaders marks and how the are used.

Small Group for Practice: Students will be able to ask questions to group members and use editing marks in paragraph.

Individual for Assessment: Put their understanding of editing paper into their own paper.

Grouping Within Each Stage of Writing Publishing:

Whole Group for Modeling: Show class the clean copy and expectations of published piece.

Small Group for Practice: Group will put together paper and read to class. Make a class book of all papers.

Individual for Assessment: Student will read in the author’s chair and hand in paper for final submission.

Accomodations/Modifications Individual students’ needs: For students with visual impairments, they can have the assessment material

read to them and have the teacher write the information down that the student thinks should go in each individual column.

For students with a learning disability, the teacher can fill in the main idea headings for the student. The teacher may also highlight the facts that are important in the provided text.

Cultural diversity: As an extension, the class will write about how their culture is similar or

different from the North American Indians. Many students may be able to connect or understand different cultures this way.

Linguistic diversity: Students that are not able to read the English language well may have the text

translated into their dominant language. Grouping: Students should be grouped homogenously in order for peers to learn from each

other. Groups will be comprised of 5 students during the practice activity. Students that are not capable of working by themselves should be paired with another peer.

Georgia State Writing Test http://www.doe.k12.ga.us/curriculu

m/testing/writing.asp Tests are taken 3rd, 5th, 8th and 11th

grades Write an imaginative story or

personal essay Tests are scored on 1-6 score Students need continuous practice

Developmental Stage Scoring Guidelines for the Georgia Grade 5 Writing Assessment

Stage 1- The Emerging Writer Stage 2- The Developing Writer Stage 3- The Focusing Writer Stage 4- The Experimenting Writer Stage 5- The Engaging Writer Stage 6- The Extending Writer

Scoring Guides for Writing Process

Add the essential skills that the students must learn for a strong understanding of each stage.

Do not add anything to the rubric that you have not reviewed to the class.

Give each student a scoring guide to let them know what is expected of them.

It’s About the Student

What can they identify with when writing?

How can you get their attention? What are their likes and dislikes? Writing is fun! Show them you

enjoy writing. Write with the students.

Georgia Performance Standards

Language Arts GPS: ELA4W2- The student demonstrates

comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. The tests are of the quality and complexity illustrated by the Grade Four reading list.

For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

Locates facts that answer the reader’s questions. Identifies and uses knowledge of common graphic

features (e.g., charts, maps, diagrams, illustrations). Distinguishes cause and effect in context. Summarizes main ideas and supporting details.

Georgia Performance Standards Content Area GPS: SS4H1- The student will describe

how early Native American cultures developed inNorth America.

Describe how the American Indians used their environment to obtain food,

clothing, and shelter.