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The Formal Writing Process

The Formal Writing Process. Differentiated Lit Session. Objectives & Agenda. Explain the five steps of the writing process and their importance. Guide students through these steps. Introduction to Formal Writing Pre-Writing Brainstorming Using Mentor Texts Drafting Revising

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The Formal Writing Process

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  1. The Formal Writing Process Differentiated Lit Session

  2. Objectives & Agenda • Explain the five steps of the writing process and their importance. • Guide students through these steps. • Introduction to Formal Writing • Pre-Writing • Brainstorming • Using Mentor Texts • Drafting • Revising • Proofreading • Publishing • Session Closing

  3. What is Formal Writing? • Formal Writing • Extended written compositions that carry students through all the steps in the writing process • Classic examples: book report, research paper, lab report • Informal Writing • Short, quick daily lesson assignments to process new information • Does not carry students through all the steps in the writing process Table Talk: When would you use formal writing in your classroom?

  4. So, when would you use it? • Why is this the kind of assignment that should be considered “formal”? That is, why does it merit the class time needed to take it through the whole writing process? • How does this specific assignment push students toward academic success and a better life path?

  5. Key Ideas • Formal writing uses a 5-step process: • Pre-writing • Drafting • Revising • Proofreading and Editing • Publishing and Presentation • Each stage of the formal process needs to be explicitly taught and modeled by the teacher.

  6. Pre-Writing: Brainstorming • The “discovery” and “rehearsal” stage • “Most writing occurs before the pen even hits the paper.” • Do not take for granted that students will follow these steps naturally • Must be explicitly taught before creation begins • Free Write/Trigger Words • Personal Reflection • Concept Webs • Research Hunt • Outlines How?

  7. Do Now • Write in sentences the first story or thought that comes to mind when I say… • Monday morning • Consequences • Pride

  8. Pre-Writing: Mentor Texts • Better Readers = Better Writers • Students must be exposed to examples of good writing and varied techniques. • Students will internalize these and put their own spin on writing styles and techniques.

  9. IMITATE Mimic stories, only small changes. INVENT Draw on texts and structures they have Internalized. INNOVATE Use basic structure with big changes. Mentor Texts • Three ways to use mentor texts:

  10. Mentor Text: “Where I’m From” ELA Teachers: Poem Science Teachers: Lab Report • What would you want your students to take away from this piece of writing (in terms of text structures, patterns, style, language use, etc.)? • Descriptive language: ratio of nouns to adjectives • Use of metaphors • Imagery: Appealing to the senses

  11. Drafting • Students transform (incoherent) brainstorm ideas into (coherent) paragraphs. • Often students need the most support during this step. Do as much in class as possible. • Give students a clear map of what they need to include and where it belongs. • Encourage students to keep momentum going – might instruct them to skip a sentence or paragraph if having difficulty How?

  12. Revising • Students make BIG changes to their writing draft by adding, removing, or rearranging parts. • Focus is on ideas, content, and style of writing. • YOU can determine how to firmly guide students through the process – an excellent place for mini-lessons. • Transition words • Hooks in introductions • Onomatopoeia • Using dialogue effectively

  13. Revising & the Lesson Cycle Peer Review Checklist -How can I strengthen my opening to involve the reader? -What details can I add to help explain what I’m trying to say? -Which paragraph stands out from the rest? -What research do I still need to do? Where do I not have enough evidence? What would be a more appropriate ending? What might be a good independent practice or lesson assessment for a revising mini-lesson?

  14. Proofreading & Editing • Students refine their work to make it appear more professional, following standards of grammar, etc. • Focus on mechanics. • Generally, these changes are “small” and do not require drastic rewrites of the whole paper. How? • Mini-lessons on mechanics • Introduce models or mentors for particular types of sentences • Peer Editing: Analog & Digital Clocking

  15. Analog & Digital Clocking • Capitalization ______ • End punctuation ______ • Dialogue – correct use of apostrophes ______ • Dialogue – start new paragraph every time ______ • It’s vs. its ______ • They’re, their, there ______ • You’re vs. your ______

  16. Publishing & Presentation • Allows students to share their best work with others • Brainstorm some examples! Why? What are the benefits of providing opportunities for presentation?

  17. Tracking the Writing Process

  18. Closing • Formal writing process needs to be explicitly taught and modeled by the teacher. • Questions or Resources? angelica.leveroni@gmail.com http://tulsasecondarylit.wikispaces.com

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