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YSU / Education and Teacher Studies / EDUC 2601 / What are the different writing stages?

What are the different writing stages?

What are the different writing stages?

Description

School: Youngstown State University
Department: Education and Teacher Studies
Course: Reading Application in Content Areas
Professor: Kristen italiano
Term: Fall 2016
Tags: Reading, teaching reading, applications, writing, earlychildhood, #earlychildhood, Education, General Education, and fluency
Cost: 25
Name: TERG 2601 Chapter 7 Notes
Description: These notes cover the important points (of which there are many) of Chapter 7.
Uploaded: 10/29/2016
5 Pages 344 Views 0 Unlocks
Reviews


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Chapter 7 NotesIf you want to learn more check out What is a fisher projection?

Writing stages

  • Planning / rehearsal - includes data collection and other forms of research for the writer to ponder, analyze, synthesize, and write about
  • Brainstorming
  • In this stage, it’s a good idea to identify the writer’s purpose and who the intended audience is
  • Drafting and revising - involves the actual physical text composition
  • Students should understand that it’s natural if their first drafts are a little sloppy because drafts are subject to change
  • Revising often involves major changes in terms of subject matter, organization, and style
  • Editing - at this point, the writer is proofreading. Checking grammar, spelling, and cohesiveness at the sentence and paragraph level
  • I have students conference with each other about changes to be made
  • Publishing - a piece is now ready to be read by or presented to an audience
  • Encourage students to give their writing accomplishments as gifts to family and friends
  • involve the community to make students writing public
  • Publishing can be rewarding and motivating

Don't forget about the age old question of Why were there so many?

6+1 trait writing

  1. Ideas - the purpose and message are clear and supported with good examples and details
  2. Organization - the order makes sense and clear transitions are provided
  3. Voice - the tet has a mood, a personality, a specific tone formal or informal that expresses what the writer wants the reader to feel
  4. Word choice - the writer uses a variety of interesting words to aid understanding and create an aesthetic response
  5. Sentence fluency - the writer constructs the sentences to flow smoothly when they are read aloud
  6. Conventions - the grammar, spelling, punctuation, and so forth are appropriate for the text
  7. Presentation - the final product is both informative and aesthetically pleasing

If you want to learn more check out chapter 12 cell cycle

Ways to use writing in content area classes

  • To prepare for reading
  • To imitate a writer’s style or structure
  • To respond to something you’ve read
  • To write book reviews / reports
  • To reflect on thinking processes
  • To understand (and argue from) another point of view
  • To reflect briefly on immediate learning opportunities
  • To summarize
  • To guide and provide structure to students as they respond to texts and explain their thinking
  • To write letter and research papers
  • To explore concepts creatively
  • To answer document - based questions

Don't forget about the age old question of Cite the basic properties of confidence intervals.

Understanding and Arguing Other Points of View: A RAFT assignment

  1. Create a content area - based writing assignment
  2. Assign a Role to students based on the material they have read, or have them make their own decisions
  3. Have students choose an Audience for whom to write
  4. Ask them to select an appropriate format for their assignment
  5. Have students write their piece based on one of the topics relevant to the assignment

If you want to learn more check out ucsc bme courses
If you want to learn more check out What is the definition of continous?

Gradual Release of Responsibility Model

  1. Demonstration - the teacher models writing with the students, from example, using a think - aloud
  2. Shared demonstration - teachers and students participating in shared writing where the students help plan the text and tell the teacher what to write
  3. Guided practice - the students do the writing while the teacher suggests strategies they may use and provides instruction on those strategies
  4. Independent practice - the students write by themselves, using the skills and strategies they have learned, or with a peer

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