The Writing Process: Instruction & Assessment Revised for LITR 3130, Fall 2012

The Writing Process:Instruction & Assessment

Revised for LITR 3130, Fall 2012

Tonja L. Root, Ed. D.Early Childhood & Special Education

Valdosta State UniversityValdosta, GA [email protected]

http://www.valdosta.edu/~troot/eced4300/writing_process.htm

mailto:[email protected]

http://www.valdosta.edu/troot/eced4300/writing_process.htm

Root, T. (2012). Writing process. Retrieved from http://www.valdosta.edu/~troot/eced4300/writing_process.htm 2

Writing Process: Overview• a process• not linear• recursive• use names of the stages to

communicate the processLink to Writing Process Chart



Stages of the Writing Process: Overview

1. prewriting2. drafting3. revising4. editing5. publishing

Root, T. (2012). Writing process. Retrieved from


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Stage 1: Prewriting – Teacher Info.• Read pieces in the same form to

develop an intuitive sense of structure.• Show pieces written in that form.• Explain and discuss the structure of the

written form: narrative, expository, persuasive, poetry, biography, correspondence, etc.

Stage 1: Prewriting – Teacher Info.• Talk about the author’s point of view:

Read text as an author – not just a reader.

• Provide experiences and/or information to use during writing.



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Stage 1: Prewriting: Orientation/Engagement/Motivation

• Spark interest.• Give learning objective.• Explain importance: lives & learning.• Make connections: Prior knowledge

&/or subject areas & personal experiences.



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Stage 1: Prewriting:Presentation/Explicit Instruction• Explain importance: about 70% of

writing time needs to be spent in prewriting.

• Explain: getting-ready to write stage; everything before writing sentences.



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ELA CCGPS Forms & Links• narrative• informational• persuasive• https://www.georgiastandards.org/

Common-Core/Documents/CCGPS_ELA_K-12_EducatorResourceDocument.pdf

• http://www.valdosta.edu/~troot/eced4300/assignment_rubrics.htm

• http://educationnorthwest.org/resource/464Root, T. (2012). Writing process. Retrieved from http://www.valdosta.edu/~troot/eced4300/writing_process.htm 8

http://www.valdosta.edu/~troot/eced4300/assignment_rubrics.htm



http://educationnorthwest.org/resource/464



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Stage 1: Prewriting: PurposesExplain purposes for writing:

• to satisfy personal needs & get things done

(instrumental)• to control other’s behavior (regulatory)• to tell about themselves (personal)• to get along with others (interactional)• to learn & find out (heuristic)• to pretend & make believe (imaginative)• to communicate information to others

(informative)

Stage 1 : Prewriting: Topic & Audience

• Topic: the focus of your writing; what you choose to write about.

• Audience: to whom you are writing; people who will read your piece of writing.



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Stage 1: Graphic Organizes: TypesShow & explain a blank graphic

organizer students will be using:• story maps• poetic graphic organizers• correspondence graphic organizers• auto/biographic graphic organizers• compare & contrast organizers • persuasive graphic organizers • informational graphic organizers Link to Graphic Organizers

http://www.valdosta.edu/~troot/eced4300/Graphic%20Organizers.htm



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Stage 1: Prewriting: Specific TopicExplain Topic Selection:• Students take responsibility for choosing

their own topics for writing.• Teachers should not supply topics for

students -- "writing welfare" (Graves, 1976). • Teacher may specify writing genre/form

& purpose (i.e., share what you have learned about ...), but have students choose their own specific topic/content.

Stage 1: Prewriting: Specific Genre & FormExplain the genre & form of writing

(briefly) for this piece of writing:• narrative• informational• persuasiveConnect genre/form of writing to

reading selections of the same form



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Stage 1: Prewriting: Specific Purpose

Make / share decision about specific purpose for writing for this piece of writing. (See previous slide for purposes.)



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Stage 1: Prewriting: Specific AudienceExplain Importance of Audience:• Student authors may write for

themselves or for others.• Students must have real audiences.• Writing for others requires the author

to adapt their writing to fit their audience.

• Writing for others requires the author to use perspective-taking skills.

• Teacher may specify audience: specific or general (family member)



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Stage 1: Prewriting: Generating & Organizing Ideas

Provide a variety of idea-gathering activities (rehearsal & background):

• Integrating Drawing & Writing (optional)- to do before graphic organizer

• Graphic Organizer (required) Graphic Organizers: Purposes



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Stage 1: Drawing for Generating Ideas: All Begin with a Drawing

For a class writing on a specific topic:1. S. individually draw detailed pictures

about the same topic.2. S. individually make lists of words

related to their pictures.3. Class compiles a list of all of the Ss.

words.4. S. individually write stories relating to

their own pictures & using any words.



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Stage 1: Drawing for Generating Ideas: I Can’t Think of a Story

1. S. divides paper into sections.2. S. draws a picture in each section.3. T. asks S. questions about picture.4. S. writes paragraph about each

picture.5. S. adds ideas and details to

pictures & writing.



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Stage 1: Drawing for Generating Ideas: Character &/or Setting Development1. S. divide paper into half.2. S. draw picture of person, animal, or

place to become part of a story.3. T. tells S. to list words that come to

mind on other half of paper (while writing).

4. S. write about that person/animal, or setting drawn.

5. S. add details & ideas to drawing & writing.



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Stage 1: Drawing for Generating Ideas: Observation Books

1. T. supplies sketch books called, “Observation Books.”

2. T. assigns 2-4 drawings/week to be done in sketch books with list of words at edge of drawings.

3. S. complete assignment using pictures & words as a reference for writing.



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Stage 1: Drawing for Generating Ideas: Definitions

1. S. draw a picture of the definition of the word.

2. S. write a sentence using the word.



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Stage 1: Drawing for Generating Ideas: Drawing Picture Together

For S. lacking confidence in drawing & writing, S. draw & write together.

1. T. draws simple face on the paper.2. T. asks Ss., “Who could this be?”3. S. draw the rest of the person.4. T. asks Ss. questions: Where is --?

Is -- alone? What is -- doing? How old is --? What time of year is it?

5. S. finish picture with details.6. S. translate picture into a written story.



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Stage 1: Graphic Organizers: PurposesTeach students to use graphic organizers to

plan and organize their ideas: 1. to plan writing using words and/or

phrases – not complete sentences 2. to plan writing in sequenced steps

and/or address specific structural needs of that form of writing on the organizer

3. to see the content of writing as a whole



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Stage 1: Graphic Organizers: Purposes

4. to see interrelationships among the parts of the structural form

5. to determine where additional planning is needed

6. to comprehend the structure of written form

Stage 1: Prewriting: Modeling • Show your own finished graphic organizer. • Explain how parts of your graphic

organizer conform to your explanation for their graphic organizer.

• Explain the purpose of the parts of the graphic organizer.

• Tell students not to use complete sentences, only words & clauses.



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Stage 1: Prewriting: Structured Practice/Exploration and/or

Guided Practice/Feedback

Develop the class collaboration graphic organizer:

1. Take S. dictation to record / practice the prewriting graphic organizer that you want S. to use when they do their own prewriting.

2. Show S. comparisons & contrasts with your graphic organizer.

Stage 1: Prewriting: Independent Practice/Application

• Have students complete their graphic organizer.

• Remind students of: topic, genre/form, purpose, audience, requirements of graphic organizer.

• Remind them NOT to write using complete sentences.

• Tell them your exact expectations.



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Your turn to plan prewriting & complete graphic organizer

1. Specify a grade level.2. Specify a topic in CCGPS or GPS.3. Specify a genre of writing.4. Specify a form of writing.5. Determine purpose.6. Choose an audience: Grade level of practicum.7. Develop your model of the graphic

organizer.8. Do not use complete sentences.

Stage 3: Drafting: Orientation/Engagement/Motivation• Spark interest.• Give learning objective.• Explain importance: lives & learning.• Make connections: Prior knowledge


• Review prewriting stageRoot, T. (2012). Writing process.

Retrieved from http://www.valdosta.edu/~troot/eced4

300/writing_process.htm

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Stage 2: Drafting:Presentation/Explicit Instruction

• Label drafts Draft, Rough Draft, or Sloppy Copy to prevent students from thinking they can make this the final copy.

• Place X on every other line to remember to skip lines (right of margin line). Skip every other line to leave space for making revisions.

• Form ideas from graphic organizer into complete sentences.



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Stage 2: Drafting• Teach/review writing trait (ideas).• Emphasize getting down the content of

writing.• Do not emphasize correct spelling &

neatness.• Teacher will provide support,

encouragement, & feedback for ideas and problems.

Stage 2: Drafting: Specific Form• Share drafting specifics and concerns

related to the specific form of writing:–Parts of graphic organizer (g.o.) related to

paragraph formation–Narrative: Beginning & ending will be

improved / revised later. –Expository: More information will be

gathered as needed. Make sure content is accurate.



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Stage 2: Drafting: ModelingTeacher models drafting for students. • [Remember to plan for & to include the types of revising

and editing errors you will want to do, so you will make those types of errors in your draft.]

• Show your prewriting graphic organizer while showing your completed draft.

• Show your draft (label Draft; skip lines with x).• Explain how you converted ideas into sentences.• Explain ways your model fits your expectations

for their draft – including writing trait (ideas).• Do not emphasize spelling or mechanics in your

draft.

Stage 2: Drafting: Structured Practice/Exploration and/or Guided Practice/Feedback

Work on class collaboration composition.1. Post the class collaboration graphic organizer

completed during prewriting.2. Transcribe (take) the students’ dictation using

the ideas from the graphic organizer.3. Explain specifically how to begin the draft.

Beginnings are always difficult.4. Make errors to anticipate revising & editing.



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Stage 2: Drafting: Independent Practice/Application

• Have students draft using their graphic organizers.

• Remind them to skip lines, write x, etc.• Conference with students:

–“Tell me what you are writing about. That is interesting. Have you included that? Where could you add it to your writing?”

–Show students how to add this to their drafts without rewriting. (This is really part of revision.)



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Your turn to draft1. Plan for the types of revising and editing

you will want to do (based on proofreaders’ marks chart and CCGPS).

2. Make those types of errors in your draft.3. Develop a draft from your graphic

organizer. 4. Write “X” on blank line to indicate

skipping lines when writing.5. Double space your handwriting.6. Label draft, Draft.

Stage 3: Revising: Orientation/Engagement/Motivation• Spark interest.• Give learning objective.• Explain importance: lives & learning.• Make connections: Prior knowledge


• Review prewriting & drafting stages.Root, T. (2012). Writing process.



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Stage 3: Revising: Presentation/Explicit Instruction

• Refine ideas and content.• Anticipate/meet the needs of readers through

changing, adding, deleting, & rearranging content and writing traits (organization, voice, word choice, sentence fluency.

• Reread the draft after 1-2 days. • Read word by word (point to words).• Make notes, questions, & changes. • Use proofreaders’ marks to add, delete, change,

rearrange.

Stage 3: Revising: Specific Form• Share revising specifics and concerns

related to the specific form of writing:–Narrative: Beginning & ending;

descriptions of characters & setting, adding dialogue, sentence structure

–Informational: Adding more information as needed. Revising sentence structure and beginning of paragraphs.



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Stage 3: Revising: Modeling • Model revising stage by showing your

own completed revised draft.• Explain your revisions, reason for

making them, & proofreader’s marks.• Explain ways your model fits

expectations for their revision.• Show proofreaders’ marks: adding,

deleting, changing, rearranging.Root, T. (2012). Writing process.



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Stage 3: Revising: Modeling

Model writing group procedure on your draft:1. Read your composition aloud.2. Ask listeners for compliments. Model

appropriate responses.3. Ask listeners questions about trouble-

spots.4. Get suggestions.5. Add, delete, rearrange, change content

based on feedback.Revising - Practice



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Stage 3: Revising with Drawing Optional – diverse learners – additional activity• Teach one of the drawing strategies to assist

reluctant writers to revise.• Model the drawing strategy.• Do a class collaboration example of the

drawing strategy.• Have writers apply the drawing strategy to

their own writing.Examples of these strategies follow –



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Stage 3: Drawing for Revising: Sentence Building

For S. who need to develop descriptive sentences, work in pairs with each approving new sentence before it is written:

1. S. draw with one color of pencil.2. S. write short sentence that describes

drawing.3. S. add to drawing with a second color

of pencil.4. S. revise sentence to incorporate new

picture.



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Stage 3: Drawing for Revising: Selective Expansion

For S. who write long/complex stories without expanding significant part:

1. S. writes long/complex story without expanding significant part.

2. T. brackets this part of the story.3. S. draws picture of this part of the

story.4. T. asks questions to help S. translate

meaning from the picture to words.



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Stage 3: Drawing for Revising: The Too - Short Story

For S. who write too short of stories:1. S. write short story.2. S. divide paper into sections.3. S. write key phrase or sentence from

story at the bottom of each section.4. S. draw a picture in each with as

much detail as possible.5. S. could list descriptive words while

drawing.



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Stage 3 : Revising: Structured Practice/Exploration and/or

Guided Practice/FeedbackWork on class collaboration draft by modeling

writing group procedure:1. Post class collaboration draft.2. Read draft aloud.3. Ask for compliments.4. Ask questions. Get suggestions.5. Add, delete, rearrange, & change content

and writing traits based on feedback.



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Stage 3: Revising: Writing GroupsFunctions of Writing Groups• to offer writer choices• to give writer responses, feelings,

and thoughts• to show different possibilities• to speed up revisingUse writing groups: After students have revised their own piece



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Stage 3: Revising: Writing Groups

Formation of Writing Groups• Spontaneous: S. share writing through

use of author's chair.• Formal: S. assigned & T. participates;

group leader changes regularly.• Informal: S. Choose own partner.



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Stage 3: Revising: Writing GroupsProcedure for Writing Groups1. Author reads composition aloud to the

group or partner.2. Listeners offer compliments:

(Teacher will need to model appropriate compliments.)3. Author asks questions about trouble-spots.4. Listeners offer suggestions about revising.5. Repeat the process for all in the group.6. Authors plan for revision: Each makes a

commitment to revise based on comments & suggestions.



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Stage 3: Revising: Writing Groups

Teacher’s Roles during Writing Groups: • Be a listener & respond.• Participate in writing groups &

conferences.• Model appropriate responses during

writing groups.



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Stage 3: Revising: Independent Practice/Application

• Have students revise their drafts.• Remind them to add, to delete, to change, &

to rearrange content and writing traits.• Remind them to use proofreaders’ marks.• Tell them your exact expectations.• Conference with students:

– “Tell me what you are writing about. That is interesting. Have you included that? Where could you add it to your writing?”

–Show students how to add this to their drafts without rewriting.



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Your turn to revise1. Photocopy your draft.2. On the photocopy, revise the content

using proofreaders’ marks, so you still have your original draft.

3. Use proofreaders’ marks: add, delete, change, rearrange. (Proofreader’s Marks)

4. Label your revised draft, Revision.

Stage 3: Editing: Orientation/Engagement/Motivation

• Spark interest.• Give learning outcomes.• Explain importance: lives & learning.• Make connections: Prior knowledge &/or

subject areas & personal experiences.• Review prewriting, drafting, & revising

stages.Root, T. (2012). Writing process.



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Stage 4: Editing: Presentation/Explicit Instruction

• Editing is proofreading.• Requires word-by-word reading &

attention to form: spelling, capitalization, punctuation, paragraph formation.

• Set writing aside for 1-2 days.• Allows you to see it fresh without being

able to read what is not there.



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Stage 4: Editing: Presentation/Explicit Instruction

• Explain the differences between regular reading & proofreading.

• Teach proofreading marks.• Focus on particular categories of errors. Teach

5-10 min. mini-lessons.• Teach/review writing trait (conventions).• Provide editing checklists to help students

locate & to correct mechanical errors.• Do not expect students to locate & to correct

every error.

Stage 4: Editing: Specific Form

• Share editing specifics and concerns related to the specific form of writing:–Narrative: Quotations for dialogue–Informational: Reference citations

(appropriate for 4th & 5th grades)



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Stage 4: Editing: Modeling • Model editing stage by showing your

own edited piece.• Explain ways your model fits

expectations for their editing.• Point out correction of mechanics

using proofreaders’ marks. • Review rules of mechanics.



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Stage 4: Editing: Model Peer Editing

• Model peer editing: Writer makes corrections on his/her own paper while peer editor makes suggestions.

• Provide time for peer editing.• Provide time for editing conferences

with teacher. • During teacher conference, student

(not teacher) makes editing changes.



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Stage 4: Editing: Structured practice/ Exploration and/or Guided Practice/Feedback

Edit class composition revised draft:1. Post the revised revision.2. Post editing checklist.3. Take students’ suggestions for editing

revised draft or used the shared pen technique.

4. Use proofreaders’ marks.

Stage 4: Editing: Independent Practice/Application

• Students edit their own revised draft.• Use the proofreader’s marks.• Correct errors listed on the editing checklist.• Ask for assistance or use references for help.• Tell students exactly what you expect by

giving them an editing checklist.



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Your turn to edit1. Make a photocopy of your revised draft.2. Label copy, Edited Piece. 3. Edit your copy of the revised draft, using

the chart of proofreader’s marks.4. If you teach this as your lesson, develop an

editing checklist to have your students use as they edit. Use the CCGPS Standards and other curriculum materials.



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Stage 5: Publishing & Sharing: Presentation/Explicit Instruction

• Put the piece in final written form.• Rewrite the piece (as developmentally

appropriate), applying handwriting skills.

• Teach review writing trait (presentation)

• Add visuals as appropriate.



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Stage 5: Publishing & Sharing: Presentation/Explicit Instruction

• Purpose: to share finished piece with appropriate audience.

• Writing is meant to be read by readers, so share the published piece in written form.

• Writing may also be shared by writers reading their piece.

Stage 5: Publishing: Specific Form• Share publishing specifics and concerns

related to the specific form of writing:–Narrative: Visuals of characters & main

event– Informational: Visuals of maps, diagrams,

charts, steps of process• Include citations for references

(appropriate for 4th and 5th graders)



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Stage 5: Publishing: Modeling

• Model publishing stage by showing & discussing your own published piece.

• Point out your integration of all corrections.• Discuss using best handwriting for audience.• Show relationship of visual to content of

writing.



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Stage 5: Publishing: Structured Practice/ Exploration and/or Guided Practice/Feedback

Finish class collaboration edited piece:1. Post edited piece.2. Write the piece in final form with

students assisting as appropriate.3. Add visuals as appropriate.4. Display in appropriate location.5. Have students read it.



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Stage 5: Publishing: Independent Practice/Application

• Describe publishing alternatives.• Describe appropriate visuals.• Provide appropriate materials for

publishing.• Provide place for sharing published

pieces.• Provide time to read & to share

published pieces.



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Your turn to publish1. Decide how you will publish your

edited piece.2. Publish edited piece by writing or

typing all revisions and editing.3. Incorporate all corrections. 4. Include page with citations in correct

APA format for references.5. Include a cover sheet with: title, your

name, & illustration/picture/image.



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Assessing Writing: Rubrics• Differentiate levels of student performance

on a task or process• Inform teacher and students about

evaluation criteria• Assign a score for each attribute separately

and individually• Give students diagnostic feedback

individually



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Assessing Writing: Rubrics• Convey teacher’s expectations for students’

work• Help teacher clarify what they want from

students• Help all students to identify qualities of

excellent work• Help students monitor their own

performance• Help teacher justify or validate grade



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Assessing Writing: Rubrics• Serve as scaffolds for students moving to

higher level of performance• Explain to others the teacher’s

expectations for students’ work• Lead to overall improvement in quality of

students’ work Link to Rubrics for Writing Assessment


http://www.valdosta.edu/~troot/eced4300/Writing_Assements.htm

http://www.valdosta.edu/~troot/eced4300/Writing_Assements.htm




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Your turn to develop a rubric1. Decide upon the form of writing for

which the rubric is developed.2. Determine the attributes or

characteristics of the writing.3. Determine number of levels of

evaluation for each attribute (at least 3).4. Describe each attribute for each level.5. Write a title for your rubric.6. Include your citation as author.



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• Writing is meant to be an enjoyable activity for all.• If it is not, then your

instruction and/or curriculum need to be changed.

• It is essential that we nurture these budding writers!• Nurture the delight!

References

Graves, D. H. (1983). Writing: Teachers & children at work. Portsmouth, NH: Heinemann.

Olson, J. L. (1992). Envisioning writing: Toward and integration of drawing and writing. Portsmouth, NH: Heinemann.

Root, T. (2011). Revising and editing: Proofreader’s marks. Retrieved from http://www.valdosta.edu/~troot/eced4300/revising_&_editing.htm

Tompkins, G.E. (2005). Language arts: Patterns of practice (6th ed.). Columbus: Merrill.

Root, T. (2011). Writing process. Retrieved from http://www.valdosta.edu/~troot/eced4300/writing_process.htm 75

The Writing Process: Instruction & Assessment Revised for LITR 3130, Fall 2012

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