The Writing Process

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This presentation describes the stages of different Writing Processes and the Final Writing Evaluation.

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The Writing ProcessOnline version This presentation describes the stages of different Writing Processes and the Final Writing Evaluation. by Guillermina Ocampo 1 Stages of the Writing Process 2 Douglas Douglas considers the writing process within the most important principles. And a process should be followed when designing a Didactic Sequence. Here are some writing processes from which you can choose to design your lessons. 3 Nunan Nunan (1991: 87-91) mentions that the writing process requires preparation, drafting and revising. Before a student can be expected to write coherent paragraphs, they should have mastered the language at the level of the sentence. Collaborative group work between learners is a way of enhancing motivation and developing positive attitudes towards writing. A relationship between writer and reader makes the writing task more realistic and interactive. 4 Brown Brown (1994: 322) considers three stages of the writing process: a. Prewriting. Encourages the generation of ideas through reading a passage, skimming or scanning, research, brainstorming, listing, clustering, discussing a topic or question, questions, and freewriting. b. Drafting. Writing the first draft which includes peer editing (students learn to be better writers and readers) and the second draft using the teacher’s feedback. c. Revising. To make it clearer and more convincing. 5 Hedge Hedge (1990: 15) considers five stages of the writing process: 1. Composing. It includes the pre-writing and drafting stages when writers get their ideas together, make rough plans or formulate mental outlines. It also includes a sense of purpose and audience. The classroom needs to provide an environment in which students can experience being writers, thinking about purpose and audience, drafting a piece of writing, revising it and sharing it with others. 6 Hedge 2. Communicating. The need to develop a strong sense of audience. That their writing can become genuine pieces of communication with real audiences such as other students, visitors, the local newspaper, organizations, etc. 3. Crafting. The skills a writer needs to produce coherent and appropriate texts (use linguistic cohesive devices, meaningful punctuation, a range of sentence structures and develop a range of appropriate vocabulary). 7 Hedge 4. Improving. Teachers and learners can work together to improve the clarity and quality of writing and possible marking strategies for teachers. It involves three different but related activities which should be closely linked: marking (traditionally regarded as the responsibility of the teacher), redrafting (the process of evaluating, rethinking and rewriting), and editing at the post-writing stage (checking for accuracy and making the final revisions). 5. Evaluating. Criteria in selecting or designing appropriate writing tasks and materials for their own learners. 8 Zemach and Rumisek Zemach and Islam (2005: 4) consider that if athletes work out before a competition in the same way, good writers go through several stages when they write. Process writing means writing in several stages. Zemach and Rumisek (2003: 3) suggest six steps of the writing process: A. Pre-writing: 1. Choose a topic 2. Gather ideas 3. Organize your ideas B. Drafting: 4. Write. Put their ideas into sentences and organize their sentences into paragraphs. 9 Zemach and Rumisek C. Reviewing and revising 5. Sharing your writing to get ideas from other people and see how well someone else understands your ideas (peer reviewing).You may have new ideas to improve your paper (editing). D. Rewriting 6. Revise structure and content making improvements to them. Proofread to check your spelling and grammar and make final corrections (editing). 10 Final Evaluation Final evaluation Six general categories are often the basis for the evaluation of student writing (adapted from J. D. Brown, 1991). Content ·Thesis statement ·Related ideas ·Development of ideas through personal experience, illustration, facts, opinions ·Use of description, cause/effect, comparison/contrast ·Consistent focus 11 Final Evaluation Organization ·Effectiveness of introduction, Logical sequence of ideas, Conclusion · Appropriate length discourse, Topic sentence ·Paragraph unity, Transitions ·Discourse markers, Cohesion ·Rhetorical conventions, Reference ·Fluency, Economy ·Variation: Syntax, Vocabulary, Mechanics ·Spelling, Punctuation ·Citation of references (if applicable), Neatness and appearance 12 Final Evaluation Writing Rubric Content: 1-24 Organaization 0-20 Discourse 0-20 Syntax 0-12 Vocabulary 0-12 Mechanics 0-12 Total 100

The Writing ProcessOnline version

This presentation describes the stages of different Writing Processes and the Final Writing Evaluation.

Stages of the Writing Process

Douglas

Douglas considers the writing process within the most important principles. And a process should be followed when designing a Didactic Sequence. Here are some writing processes from which you can choose to design your lessons.

Nunan

Nunan (1991: 87-91) mentions that the writing process requires preparation, drafting and revising.

Before a student can be expected to write coherent paragraphs, they should have mastered the language at the level of the sentence. Collaborative group work between learners is a way of enhancing motivation and developing positive attitudes towards writing. A relationship between writer and reader makes the writing task more realistic and interactive.

Brown

Brown (1994: 322) considers three stages of the writing process:

a. Prewriting. Encourages the generation of ideas through reading a passage, skimming or scanning, research, brainstorming, listing, clustering, discussing a topic or question, questions, and freewriting.

b. Drafting. Writing the first draft which includes peer editing (students learn to be better writers and readers) and the second draft using the teacher’s feedback.

c. Revising. To make it clearer and more convincing.

Hedge

Hedge (1990: 15) considers five stages of the writing process:

1. Composing. It includes the pre-writing and drafting stages when writers get their ideas together, make rough plans or formulate mental outlines. It also includes a sense of purpose and audience. The classroom needs to provide an environment in which students can experience being writers, thinking about purpose and audience, drafting a piece of writing, revising it and sharing it with others.

Hedge

2. Communicating. The need to develop a strong sense of audience. That their writing can become genuine pieces of communication with real audiences such as other students, visitors, the local newspaper, organizations, etc.

3. Crafting. The skills a writer needs to produce coherent and appropriate texts (use linguistic cohesive devices, meaningful punctuation, a range of sentence structures and develop a range of appropriate vocabulary).

Hedge

4. Improving. Teachers and learners can work together to improve the clarity and quality of writing and possible marking strategies for teachers. It involves three different but related activities which should be closely linked: marking (traditionally regarded as the responsibility of the teacher), redrafting (the process of evaluating, rethinking and rewriting), and editing at the post-writing stage (checking for accuracy and making the final revisions).

5. Evaluating. Criteria in selecting or designing appropriate writing tasks and materials for their own learners.

Zemach and Rumisek

Zemach and Islam (2005: 4) consider that if athletes work out before a competition in the same way, good writers go through several stages when they write. Process writing means writing in several stages.

Zemach and Rumisek (2003: 3) suggest six steps of the writing process:

A. Pre-writing:

1. Choose a topic

2. Gather ideas

3. Organize your ideas

B. Drafting:

4. Write. Put their ideas into sentences and organize their sentences into paragraphs.

Zemach and Rumisek

C. Reviewing and revising

5. Sharing your writing to get ideas from other people and see how well someone else understands your ideas (peer reviewing).You may have new ideas to improve your paper (editing).

D. Rewriting

6. Revise structure and content making improvements to them. Proofread to check your spelling and grammar and make final corrections (editing).

Final Evaluation

Final evaluation

Six general categories are often the basis for the evaluation of student writing (adapted from J. D. Brown, 1991).

Content

·Thesis statement

·Related ideas

·Development of ideas through personal experience, illustration, facts, opinions

·Use of description, cause/effect, comparison/contrast

·Consistent focus

Final Evaluation

Organization

·Effectiveness of introduction, Logical sequence of ideas, Conclusion

· Appropriate length discourse, Topic sentence

·Paragraph unity, Transitions

·Discourse markers, Cohesion

·Rhetorical conventions, Reference

·Fluency, Economy

·Variation: Syntax, Vocabulary, Mechanics

·Spelling, Punctuation

·Citation of references (if applicable), Neatness and appearance

Final Evaluation

Writing Rubric

Content: 1-24
Organaization 0-20
Discourse 0-20
Syntax 0-12
Vocabulary 0-12
Mechanics 0-12
Total 100

The Writing Process

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The Writing Process

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The Writing ProcessOnline version

by Guillermina Ocampo

Stages of the Writing Process

Douglas

Nunan

Brown

Hedge

Hedge

Hedge

Zemach and Rumisek

Zemach and Rumisek

Final Evaluation

Final Evaluation

Final Evaluation

Writing Rubric