1.6 elements of the writing process and it's recursive nature: prewriting, drafting, peer- and self-evaluation, revising, proofreading/editing, publishing and presenting and reflecting
Writing is an important part of any literacy curriculum. Through writing, students put their knowledge of phonics, syntax, semantics, and pragmatics to use. By examining a student’s writing, teachers can see what the student is capable of doing and may also be able to see areas where the student struggles. Writing should be taught as a process that allows students to complete written work and move through the steps at a pace suitable for them. Going through the writing process allows the students to be reflective and spend time revising and editing their work in order to share it with others. Sharing their work can be motivating and make the writing feel more meaningful and purposeful to the students.
The artifact I’ve included to show the writing process is a chart that students would be able to reference during writing. This would help them make sure they went through each step of the process. The chart also clearly explains what the student should be doing to complete each step. Giving students this guidance would be helpful and ensure that they were all aware of what their expectations were. Using this type of writing process encourages students to find ideas they are interested in and write about them. It focuses on the process of writing and gives students the freedom to experiment with different forms of writing that may be appropriate for the topic, such as using non-fiction elements (captions, tables, etc.), fiction, fantasy, newscast format, and narratives. Giving students a chance to make choices related to the work they are doing can increase motivation and get them excited about learning.
Writing is an important part of any literacy curriculum. Through writing, students put their knowledge of phonics, syntax, semantics, and pragmatics to use. By examining a student’s writing, teachers can see what the student is capable of doing and may also be able to see areas where the student struggles. Writing should be taught as a process that allows students to complete written work and move through the steps at a pace suitable for them. Going through the writing process allows the students to be reflective and spend time revising and editing their work in order to share it with others. Sharing their work can be motivating and make the writing feel more meaningful and purposeful to the students.
The artifact I’ve included to show the writing process is a chart that students would be able to reference during writing. This would help them make sure they went through each step of the process. The chart also clearly explains what the student should be doing to complete each step. Giving students this guidance would be helpful and ensure that they were all aware of what their expectations were. Using this type of writing process encourages students to find ideas they are interested in and write about them. It focuses on the process of writing and gives students the freedom to experiment with different forms of writing that may be appropriate for the topic, such as using non-fiction elements (captions, tables, etc.), fiction, fantasy, newscast format, and narratives. Giving students a chance to make choices related to the work they are doing can increase motivation and get them excited about learning.