5 stages: Prewriting Drafting Revising Editing Publishing

5 stages:PrewritingDraftingRevisingEditingPublishing

Four Types of writing› Narrative› Informational› Persuasive › Response to Literature› *At least one sample from each

should be collected/scored› 3 performance levels:

Does not meet, Meets, and Exceeds

Letter to the teacher persuading her to allow a popcorn party on Friday

In the prewriting stage the writer chooses a topic, considers the purpose, the audience, the form, and then creates a graphic organizer.

Tompkins, G.E. (2008). Teaching children to write. Teaching a writing balancing process and product. Upper Saddle, NJ: Pearson.

Whole class/large group instruction:› Instructional time, modeling, and

practice activities for each stage of the writing process (effective use of time, zone of proximal development, scaffolding, building schema)

Independent instruction: During assessment activities for each stage of the writing process (ownership, individuality)

Developmental: pairing with a partner, depending on severity, the student may still need one-on-one assistance

Cultural: groups are sensitive to the fact that some may know more about the Underground railroad, these students are dispersed and encouraged to share what they know

Linguistic: peer helper, “the 3 rule”, one-on-one restating

Persuasive Writing› Augmentative- also known as› Point- how you feel about the topic

(support or do not support)› Reasoning- why you feel this way

about the topic› Audience- who you are writing to

and trying to convince (persuade) them to feel the way you do about the topic

Topic: Choose a topic that you know a lot about, brainstorm to elaborate

Purpose: Decide why you are writing the text (to persuade/convince)

Audience: Who you are writing to, who will read your text (appropriate language)

Form: The type of text you write (letter, journal, report)

Graphic Organizer: Put your thoughts down on paper to arrange your thoughts

Name ____________________ My letter is to:______________ I think that Harriet Tubman was an

important person because:

1.________________________________________

________________________________________

2.________________________________________ ________________________________________ 3.________________________________________ ________________________________________ 4. ________________________________________ ______________________________________

Megow, C. (2008). Persuasive Letter Organizer. Unpublished Manuscript. Valdosta State University, Valdosta, GA.

Practice Activity

Students fill in their persuasive letter organizers

Trying to persuade the teacher that Harriet Tubman was an important person

Checklist is provided to help

Prewriting Persuasive Letter Checklist Name____________________Date______________

Did you Remember: 1. The audience? 2. The right form? (Letter) 3. To stay on topic? (Harriet Tubman)

4. To persuade your audience?

5. To state your opinion?

6. To give the reasons you felt this way?

Megow, C. (2008). Prewriting persuasive letter checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA.

Meets Standards 2

Needs Improvement 1

Does not meet Standard 0

Stated Opinion

Student stated what their opinion was on the topic

Student did not state their opinion on the topic

Completion Student wrote at least 3 supportive reasons

Student wrote 1-2 supportive reasons

Student wrote no supportive reasons

Meets Standards 2

Needs Improvement 1

Does not meet Standard 0

Wrote to the audience

Student wrote the letter to the correct person and kept him/her in mind

Student wrote to correct person, but did not use appropriate language for that person

Student did not write to correct person and did not keep them in mind

Persuasive Student wrote to persuade the audience

Student partially wrote to persuade the audience

Student did not write to persuade the audience

Megow, C. (2008). Prewriting persuasive letter rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

Developmental Needs:› More time› Peer helpers› One-on-one (teacher)› Task analysis › Additional practice before assessment

Cultural Needs:› Notebook for difficult words› One-on-one teacher assistance

Linguistic Needs:› ESOL student-assistive technology

(translator)› Peer helper› 3 rule

In the Drafting stage the writer begins a rough draft by using the information gathered in the prewriting stage.

Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.

Use information from organizers Add more details Write on every other line Not final draft

› Don’t worry about…. Spelling errors Handwriting

Use information from organizers First draft of persuasive letter to the

teacher Why Harriet Tubman was an important

person › At least 3 reasons

Did you Remember:

1. The audience? (Mrs. Megow)

2. To write the correct date?

3. To use all the information from the graphic organizer? 4. To stay on topic? (Harriet Tubman)

5. To skip every other line?

Did You Remember Cont.

6. To persuade your audience?

7. To state your opinion?

8. To give the reasons you felt this way?

9. Write your name at the bottom?

Megow, C. (2008). Persuasive letter checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA

Meets Standards 2

Needs Improvement 1

Does not Meet Standard 0

Stated opinion Student stated what their opinion was on the topic

Student did not state their opinion on the topic

Completion Student wrote at least 3 supportive reasons

Student wrote 1-2 supportive reasons

Student wrote no supportive reasons

Wrote to the audience

Student wrote the letter to the correct person and kept him/her in mind

Student wrote to correct person, but did not use appropriate language for that person

Student did not write to correct person and did not keep them in mind

Meets Standards 2

Needs Improvement 1

Does not Meet Standard 0

Persuasive Student wrote to persuade the audience

Student partially wrote to persuade the audience

Student did not write to persuade the audience

Lines Skipped every other line

Skipped and then stopped

Did not skip every other line

Sign Name Yes No

Megow, C. (2008). Prewriting persuasive letter rubric. Unpublished manuscript.

Valdosta State University, Valdosta, GA

During this stage, the writer rereads the rough draft, shares the rough draft in a writing group, and revises on the basis of feedback received from the writing group (Tompkins, 2004, p. 18).


Read through your drafts to:› Rearrange, change, add, or delete

text/ideas› Improve your thoughts/order› Do not worry about grammar› Or spelling mistakes YET!

Independently revise own drafts Encouraged to

› Change, delete, rearrange, and improve Reminded not to focus on spelling and

grammar at this time Peer Revising

Did you remember to:

Read through your draft

Rearrange wording to make better sense

Add ideas or details that needed to be added

Delete ideas or details that needed to be deleted

Did you remember to (cont.)

Consider the changes from peer revision

Make appropriate changes from peer revision

Megow, C. (2008). Revising persuasive checklist. Unpublished manuscript.

Valdosta State University, Valdosta, GA

Elements Exceeds Criteria

3

Meets Criteria2

Partially Meets Criteria

1

Does not meet Criteria

0

Rearranged Wording to make better sense

Rearranged all ideas/details that needed to be rearranged throughout draft

Rearranged most ideas/details that needed to be rearranged

Somewhat or incorrectly rearranged ideas/details

No ideas or details were rearranged

Added ideas or details

Correctly added in all ideas and details where needed

Added in ideas and details where appropriate; more can be added

Added 1-2 ideas or details; more are needed

No ideas or details were added


3

Meets Criteria2


1


0

Deleted ideas or details

Deleted all ideas/details that were irrelevant or not needed

Deleted most ideas/details that were irrelevant or not needed

Somewhat or incorrectly deleted ideas/details; deleted important information

No ideas or details were deleted

Changed ideas or details

Changed all ideas/details that needed to be changed throughout draft

Changed most ideas/details that needed to be changed

Somewhat or incorrectly changed ideas/details

No ideas/details were changed

Megow, C. (2008). Revising rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

During this stage, the writer sets the composition aside for a while, proofreads to locate errors, and corrects errors (Tompkins, 2004, p. 22).


Grammatical Errors Correct Spelling Correct Punctuation Correct Capitalization Proofreader’s marks

Assessed on individually editing his/her persuasive letter to the teacher using proofreader’s marks and making appropriate corrections.

Did I remember to:

Correct all misspelled words?

Capitalize first letters in first word of each sentence?

Capitalize first letter in all proper nouns?

Put a period in all telling sentences?

Put a question mark in all asking sentences?

Did I remember to (Continued)

Put an exclamation point in all excited sentences?

Write in complete sentences?

Use correct proofreaders marks?

Megow, C. (2008). Editing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA


3

Meets Criteria

2


1


0

Spelling Corrects all misspelled words except 1

Corrects all misspelled words except 2

Corrects all misspelled words except 3-4

Has more than 4 misspelled words

Capitalization Corrects all capitalization errors except 1

Corrects all capitalization errors except 2

Corrects all capitalization errors except 3-4

Has more than 4 capitalization errors

Punctuation Corrects all punctuation errors except 1

Corrects all punctuation errors except 2

Corrects all punctuation errors except 3-4

Has more than 4 punctuation errors


3

Meets Criteria

2


1


0

Proofreader’s marks

Correctly uses proofreader’s marks most of the time

Correctly uses proofreader’s marks some of the time

Incorrectly used the marks throughout

Does not use the proofreader’s marks

Complete Sentences

Wrote in complete sentences throughout

Had one incomplete sentence

Had 2 incomplete sentences

Had 3 or more incomplete sentences

Megow, C. (2008). Editing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

During this stage, the writer publishes his/her work. This may be done in several fashions. It may be published by making a book for it to go in, submitting it to the local newspaper or magazine, share it a puppet show, or etc (Tompkins, 2004, p. 25-26, 28).


Write your final product Nicest handwriting Create illustrations Share your work (send letter)

Publish letter by:› Writing final copy in nicest handwriting› gathering materials to illustrate

Markers, colored pencils, etc.

Send the letter

Element Student Partially met

PublishingStandard

(2)

Student Did Not Meet publishingStandard

(1)

Student Meets PublishingStandard

(0)

Final draft written

Final draft completely written

Final draft partially written

Student makes no attempt to write final draft

Illustration Student has illustrations that pertain to the story

Student has illustrations that partially pertain to story

Student made no attempt to illustrate.

Handwriting Student wrote legibly throughout the text (1 or fewer mistakes)

Student partially wrote legibly (2-4 mistakes)

Student made no attempt to write legibly

Megow, C. (2008). Publishing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA.

Documents

5 stages: Prewriting Drafting Revising Editing Publishing