As we begin the 2014-2015 school year, the classes must take a look back to review the literary terminology (our common language when discussing literature) and the writing process. Mainly, our class this week has delved into the latter. Through a journal entry (Pre-Journal: "Me- from an outside/out-of-body point of view (POV)") and personal narrative (Memorable summer event), students work to re-explore the seven stages of the writing process while better understanding the significance of each stage.
Prewriting: Broken into two sections, brainstorming and organizing, these initial stages lay the foundation work for students to flesh out their ideas and focus their content through note-taking. However, prewriting allows the writer to perform an even more crucial task by enabling students the opportunity to reevaluate choices made for their impending writing. Should a writer notice that a section of their work lacks details or structure, contains unnecessary information, or demonstrates any other issue, they may rework their notes (or what I like to call a blueprint) to craft a stronger, focused response later on. Drafting: this third stage entails the transposing of a writer's prewriting notes into complete, dynamic sentences. With the bulk of the work accomplished in the prewriting section, students should be able to transcend to anther writing level where the writer can experiment with style and voice. Revising: this fourth stage allows the writer to perfect their content. Whether making additions or subtractions, revision promotes new ideas and the reevaluation of current ideas. Large or small changes can be done within this stage; however, writers may begin to finalize a well-constructed response in preparation for the publication stage. Peer Reviewing: this fifth stage connects writers so they may grow based on their collaborations. Students share work with one or more peers, whom then provide feedback regarding the strengths and weaknesses of the writer's work. After returning said-critique, the writer may make improvements on their paper. Keep in mind: a student does not have to make every change recommended by their peer reviewer. Some advice can be subjective. It is up to the writer to determine what works best for their writing. Editing: this sixth stage works to correct any grammatical/mechanical errors. Although the understanding of grammar/mechanics takes time, our classes will work to gain greater knowledge on the subjects to emulate proper English and produce a clean, final product. Note: These last three stages of the writing process are cyclical (the "merry-go-round" effect, as discussed in class). The writer must decide whenever these stages will come to an end. In the meantime, a piece of writing can transform in numerous ways thanks to revision, peer consultation, and editing. Publishing: the final stage of the writing process is simple. Students present a polished copy of their work to their teacher and (in some circumstances) fellow classmates. Throughout the year, students will want to remain vigilant regarding these steps to writing. As a result, it is my hope that they reap many benefits from the careful planning and implementation of these stages so they may see transformations in their writing and beyond.
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Ms. HutiraThe following blog allows students and parents to recap the class's unit lessons. Archives
January 2020
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