TEACHING WRITING

USING THE
WRITING PROCESS
 Outcome: Students engage in a
“writing process” to write for a
number of different purposes.
0.1 Teachers teach students the stages of the writing process.
0.2 Directed teaching of writing occurs daily and includes
implementing preplanned mini-lessons focusing on
teaching students a variety of aspects of each stage of
the writing process.
0.3 Teachers develop and implement an efficient classroom
management system for supporting each student in the
various stages of the writing process.
0.4 Teachers support all students with personalized scaffolding
strategies, as needed, in the prewriting stage, including
identifying reason for writing, choosing a topic, identifying
audience, determining form, etc.
0.5 Teachers support all students with personalized scaffolding strategies,
as needed, in the drafting stage, including finding, ordering, and
selecting information about which to write, etc.
0.6 Teachers support all students with personalized scaffolding strategies,
as needed, in the revising (for clarity) stage, including choice of
grammar, determining amount of information, presenting information in
different way, use of graphics, etc 0.7 Teachers support all students with
personalized scaffolding strategies, as needed, in the editing stage,
including proofreading and correcting composition as it relates to
spelling and mechanics of punctuation, and grammar.
0.7 Teachers support all students with personalized scaffolding strategies,
as needed, in the publishing stage, including making final copy,
selecting a way to share with intended audience (e.g., bookshelves,
author’s chair/share, bulletin boards, “binding”, etc.).
0.8 Students are given routine opportunities to discuss their writing with
their peers/others/intended audience.
0.9 Each student has a writing portfolio that contains at least 5 publications
representing different forms. All 5 publications have evidence of
progress through each phase of the writing process.
Activity-Getting to Know One Another
Form teams of four members who do not know
each other.
Pair up to do interview. Decide who is A and B.
A’s interview B’s. B’s interview A’s.
Without talking any more write about your partner.
Partners get together to see if revision is necessary.
Groups use Rallytable to proofread/edit.
Make final copy.
Share by introducing your partner.
“Another way students learn to
read is by writing. For some
children, their own writing
provides the first successful
reading experience. Many
children love the combination of
writing and illustrating that
leads to a published work.
Children’s writing samples, prior
to the publication stage, serve
as a rich portrait of how well
young minds are applying
important language skills and
strategies, as well as what they
 Why teach
writing?
Reading Improvement

Required Communication

Influence Others

Thought Clarification
Writing to Learn Reading to Learn

What do you have to What did they have to

say? say?
Be active. Sit still.
Do it. Pay attention.
Student chooses the Teacher chooses the
words. words.
Productive. Consumptive.
Output. Input.
Virginia DeBolt, 1998
WRITING PROCESS

Daily Opportunities
to explore and create
writing
 Progression
through a number of
levels
 Part of well
 CURRICULUM
PHILOSOPHY
• INTEGRATED LANGUAGE ARTS
• COMMUNICATION AS CENTRAL FOCUS
• LANGUAGE CONVENTIONS
DEVELOPED AND APPLIED IN CONTEXT
• RESOURCE BASED CURRICULUM
• SUPPORTIVE ENVIRONMENT
• REFLECTIVE TEACHER/FACILITATOR
• RESPECT OF GRADUAL, ONGOING
LANGUAGE DEVELOPMENT
 Purposes of Writing
To record events To explain
To hypothesize To persuade
To invite a response To predict
To command, direct, or request
To amuse, entertain To narrate
To invent To inform
To find out To invite reflection
To summarize To comment or give
an opinion
Dancing with the Pen
 WRITING WORKSHOP
A BLOCK OF TIME SCHEDULED
EACH DAY WITH STUDENTS
WORKING THROUGH THE WRITING
PROCESS. THIS TIME TYPICALLY
BEGINS WITH A TEACHER
DIRECTED MINI-LESSON
FOLLOWED BY STUDENTS
WRITING ON THEIR OWN. THE
TEACHER MOVES FROM
INSTRUCTOR TO FACILITATOR AND
PROMOTER OF WRITING WITH
 THE WRITING
WORKSHOP IS HIGHLY
STRUCTURED AND
GENENRALLY REQUIRES:

 A TIMETABLE 
RULES
 CLASSROOM SPACE A
TYPICAL  STUDENT
MATERIALS LESSON
 TIMETABLE

DAILY SCHEDULED TIME

KINDERGARTEN: 30 – 40 MINUTES
GRADES 1 – 3: 45 MINUTES – 1
HOUR
GRADES 4 AND UP – AT LEAST ONE
HOUR OR MORE INTEGRATED INTO
ANOTHER SUBJECT
-Linda J. Dorn and Carla Soffos
 SPACE
WHERE WILL BE THE
DESIGNATED WRITING AREA?
WILL THERE BE A TABLE OR
COUNTER SPACE FOR NEEDED
MATERIALS? WILL THERE BE
WALL SPACE CLOSE FOR
WRITING POSTERS? WILL THERE
BE WORD WALLS? ARE THERE
PLACES TO DISPLAY STUDENT
WRITING?
 RULES
KEEP TO A MINIMUM.
THERE WILL BE MOVEMENT AS
STUDENTS ORGANIZE WRITING AND
OBTAIN MATERIALS FROM THE
WRITING CENTER. THERE WILL BE
CONFERENCING.
A GOOD RULE OF THUMB IS THAT
“WRITING TIME IS QUIET TIME”.
-Linda J. Dorn and Carla Soffos
 A TYPICAL LESSON
• LESSON STARTS WITH A MINI-LESSON
THAT IS USUALLY 5-20 MINUTES LONG.

• STUDENTS PROCEED WITH THEIR OWN

WRITING. THEY WILL BE AT VARIOUS
STAGES IN THE PROCESS.

• AT THE END OF THE LESSON

STUDENTS NEED A CHANCE TO SHARE
THEIR WRITING.
-Linda J. Dorn and Carla Soffos
 MATERIALS
 DATE STAMP  RUBBER STAMPS FOR
DECORATION
 STACKING TRAY
WITH VARIOUS  CHARTS
KINDS AND COLORS  STAPLER
OF PAPER
 HOLE PUNCH
 MARKERS, PENS,
COLORED PENCILS TAPE
 BASKETS FOR  STICKY NOTES
WRITING PAPERS  DICTIONARIES
 STAGE STAMPS AND  THESAURUS
INK PAD  WORD BOOKS
 ATLAS  PHONE BOOKS
 STAGES OF THE
WRITING PROCESS

~ PREWRITING ~
~ DRAFTING ~
~ REVISING ~
~ PROOFREADING ~
~ PUBLISHING ~
 ROTATINg REVIEW

1. Topics are written on pieces of chart paper and hung around the room.

2. Each team is given a marker.

3. Designate teams to go to one of the papers.

4. Team is given one minute to write on the paper about specific topic.

5. Teams rotate to next paper when time is called.

6. Teams are given one minute to read what the previous team has written.

7. Teams put a question mark beside ones that they have a question on or
disagree.

8. Team has an additional thirty seconds to write any other information.

9. Continue this procedure until each team has rotated to all the papers.
 Prewriting
The writer establishes and clarifies a
purpose
of writing, brainstorms possible
topics, collects pertinent materials,
identifies an audience, chooses an
appropriate form of writing, and
establishes an initial organizational
strategy.

The teacher helps students select

topics, encourages them to talk to
generate ideas and language about
the topic, provides resources,
 INSPIRATION FOR TOPIC
IDEAS
•PERSONAL INTEREST INVENTORIES
•CLASS INTEREST INVENTORIES
•MAGAZINES, NEWSPAPERS,
PERIODICALS
•RADIO, TV, INTERNET
•INTERVIEWS
•DREAMS, MEMORIES, EXPERIENCES
•LITERATURE RESPONSE
•DISCUSSION, BRAINSTORMING,
ROLE PLAYING, IMAGINATION
• BRAINSTORMING • CLUSTERING
• FREE WRITING • IMAGE STREAMING
• TOPIC OR WORD • VISUALIZATION
CHARTS • FAST WRITING
• LISTS • GRAPHIC
• JOURNALLING ORGANIZERS
• WEBBING • THINKING
• MAPPING • DAYDREAMING
 PREWRITING STRATEGIES
~ Graphic Organizers – brainstorming webs,
mind maps, and other charts that help organize
thoughts and ideas ~
~ Come Aboard a R.A.F.T. – Role, Audience,
Format, Topic ~
~ Descriptive Word Prompters ~
~ Five Senses Chart ~
~ Handprint Organizer ~
Cooperative Learning
Structures
for Prewriting
4-S Brainstorming
Formations
Inside-Outside Circle
Roundrobin
Team Discussion
Team Interview
Think-Pair-Share
 Drafting
The writers express ideas in an
uninterrupted flow while keeping the
purpose and audience in mind. They
get information on paper, concentrate
on content and explore topic
possibilities. Invented spellings,
blanks, cross-outs, and abbreviations
are acceptable.

The teacher offers encouragement,

helps organize information, gives
assistance focusing on the topic,
What is the purpose for writing this piece?
What will my audience want to know about this
topic?
How can I best arrange my information?
What main ideas do I want to present?
What details will support my main ideas?
What will make a good lead to catch the
reader’s attention?
How can I end the piece effectively?
-Gary R. Muschia
  Revising 
The writers narrow down topics,
eliminate irrelevant writing,
reorganize writing, write
additional drafts, and research
information. Content quality,
clarity, smooth flowing ideas,
and descriptive language is
emphasized.

Teachers encourage peer

revision sessions and encourage
 Revision is not editing for
mechanics and spelling. It is
probably the most difficult stage to
teach students.
Encourage students to:
•Write on one side of the paper.
•Use markers or pens so they can concentrate
on ideas and not on erasing.
•Skip lines so it is easy to mark out/change
words.
 All writing does not
have to be revised,
BUT…
Teach students to ask themselves:
• Can I improve my writing?
• Should I write from a different point
of
view?
• Are there places where my writing
could
be clearer, more interesting, more
informative, or more convincing?
 REVISING METHODS

A.R.R.R.
Adding, Rearranging,
Removing, Replacing
R.A.G.
Read Around Group
A.R.M.S.
Add, Remove, Move Around,
 Proofreading/Editing
Writers should correct
mechanical errors (spelling,
punctuation, and capitalization).
Writing should be read aloud
before the final copy is made. An
editing checklist is a good tool.
Teachers should encourage peer
proofreading, provide
vocabulary, give instruction of
specific skills, help students
evaluate their writing, and
 Teach basic editing
conventions to students
and encourage them to
use them in editing.
Teach popular acronyms
such as:
C Capitalization
O Organization
P
Punctuation/Paragraphs
Cooperative Learning
Structures for
Editing/Proofreading

Corners
Experts Edit
Pairs Confer
Roundtable
Teams Confer
Virginia Debolt, 1998
 Publishing
Writers make their final copies
and share their finished work.
Writers feel that their writing is
important when they share.
Teachers should encourage
students to share by reading
aloud, publishing, organizing a
class book, making their own
books, displaying final drafts,
and sharing with bulletin
boards, electronic bulletin
Author’s Chair is a popular
way for students to share
their writing.
Response to writing

•2 Hugs and a Wish

•TAG
 Activity
Look at your card. Go to the corner having the
word that matches your word.
Share with the other people in your corner
anything about that stage of the writing process.
Go to your seat and write about something that was
shared in your group.
Use Inside/Outside Circle to check to see if
revisions are needed. Make any that are needed.
Go back to your corner to proofread papers.
Go to seat and make your final copy for
 A comprehensive writing curriculum
includes the best solutions to teach K-5
students to overcome a major problem
they have learning to write well.

• Every child has problems

learning to write.
• Every child has predictable
problems.
~ J.M. Cunningham
 Motivation
• (2-3 years to develop)
• (More prevalent in writing than reading)

• lack of self-confidence/ (many students do not

self-efficacy see writing at home)

• lack of intrinsic ( need by 3rd grade or

motivation very tough to teach)

• lack of independence ( words to spell, topic to

write…)

-J.M. Cunningham
Solutions/ Addressing Motivation Problems

This is an approach where students

Self-Selected choose what to write about and how
Writing to write without the guidance of a
teacher

Single Draft Process writing assumes that

students work on more than one
Writing draft. However, single draft writing
is initially done without standards.
This is a shaping process, in which
students work on their own time to
complete one single draft.

Phonic Spelling Inventive spelling is accepted at this

phase.

This is when students can share

Positive Sharing their first drafts in a positive
atmosphere. In this positive
approach, students can begin
sharing with questions like, “I’d like
to know more about…”

-J.M. Cunningham
Writing isn’t just a speaking
problem….

• Spelling
• Capitalization
• Punctuation
• Formatting
• Usage (more tolerant in
speech than writing)

-J..M. Cunningham
 Solutions: Writing Isn’t Just a
Speech Problem

• Word Walls for high frequency words

• Writing mini-lessons
• Editing instruction (how to use a Word
Wall and editor’s checklist to proofread
and correct you own paper
independently)

-J.M. Cunningham
Meta-analysis review of writing research…

George Hallocks of Chicago

stated, “If you want to teach
students appropriate,
mechanical writing, you must
teach students to proofread
and correct their own paper
using a small set of rules
….editor’s checklist”.
-J.M. Cunningham
 (Take 4-5 years to develop)
• The natural inability to “juggle” all the
components of writing at the same time
• Need student to have an acceptable first
draft.
• “Good writers must handwrite, spell,
capitalize, and format”
• Taking dictation is a horrible writing activity
• (example- Student can do one worksheet but
doesn’t generalize to writing and spelling on
test, not a writing paper)
• By the end of elementary the automaticity
has developed such that the first draft is
“adequate” to the last draft.
-J.M. Cunningham
 The Writing Process & Writer’s
Workshop
• Revision… ways to change content (add, delete,
re-order, replace content)
• Editing… rule-based ways of finding and
correcting errors
• Copying

-J.M. Cunningham
Mini-lessons begin in a “huddle” in the front
of the classroom. The children are close and
can see the teacher write as she “thinks
aloud” and talks about what she is doing and
why. The teacher writes and models all the
things writers may do. Mini-lessons vary
according to grade level and the observed
needs of children.
-J.M. Cunningham
 Great ideas for Mini-Lessons
1. Actual class procedures used during
the writing period 14. “Feelings” in writing
2. Rules for the writing period made by 15. Read a book, any book! Books
teacher and/or students are great writing models
3. Teacher models writing using “think- 16. How to add to or change a story
alouds”
17. Staying on the topic
4. Working together with the class on
shared writing 18. Rhyming words
5. “Words Authors Use” (Have a word a 19. Synonyms
day. Examples:publish, illustrate, edit, 20. Homonyms
topic, dedicate, etc.)
21. Antonyms
6. Grammar and Usage --
22. Poetry (This could turn into a
nouns-words that mean a week of mini-lessons)
person,place or thing
23. Letter Writing
verbs-words that show action
24. Interviews
adjectives- words that describe
25. Riddles
7. Capital letters
26. Jokes
8. Punctuation marks
27. Newspapers
9. How to “Set a Scene” (setting)
28. How to make a list
10. Fiction
29. Student pieces (Always use a
11. Non-fiction piece that a student has down
12. Mysteries correctly)
13. Stories that teach -J.M. Cunningham
•Bring in something already written (with mistakes), and
put on the overhead.
•Revise- Is it interesting? Does it do what I wanted?
•Get the student to elicit ways that address change.
•Cut poor parts out (kids like to see you cut it out!)
•Typically when adding revision during a mini-lesson, do
not say what you are writing (teachers typically do). If you
don’t say while writing, students have the chance to read.
•Tape the parts to overhead
•Ask if anyone wants to revise

-J.M. Cunningham
 Copying without new mistakes!

•First- must be revised & approved.

•Second- must be revised, edited, & approved.

Step 1: Copy one sentence at a time. Check

every sentence to see if copied. Use fingers
word by word to help copy correctly.

-J.M. Cunningham
 There are many different types of
genres or types of writing. Each one
must be learned separately!

-J.M. Cunningham
Solutions to the Multiple-
Genres Problem
Initially self-selected until enough confidence…
motivation to write then address multiple-
genres by:

• Focused writing lessons on a variety

of types of writing - teacher selected
writing.
• Carefully crafted prompts -
problems not prompting students, it’s
when we prompt- this is the heart of a
focused writing lesson.
• Genre-based writing scales- not to
teach--students to edit,
use descriptive but how
writing to
scales
revise(teacher use rubric, not students)
--Scale is in a yes/no-present/not
present format; one item at a time

-J.M. Cunningham
 What students read affects how they write…

The Prior-Knowledge
• You cannot write well about what
Problem
you do not know about.
• You cannot write well about what
you do not understand.
• You cannot write clearly and
interestingly about something unless
you know the vocabulary.
*Prompted writing disadvantages some students prior-
knowledge. -J.M. Cunningham
 1. Self-selected writing
2. Experience-based teaching
of science, social studies,
and current events.

-J.M. Cunningham
 Teachers should conference with
students in all stages of the
writing process.
Students should do most of the talking.
The teacher is a coach not a critic.
Focus should be on one point/key element.
Conferences should last no more than two minutes.
Key Questions:
How are you doing? Are you having any problems?
What’s the best part of your piece of writing?
What are you going to do next?
 Peer Conferencing

Use Gambits

Use Peer Response Forms

Use Modeling and Reinforcement

Cooperative Learning
Structures
for Conferencing
Corners
Inside-Outside Circle
Numbered Heads Together
Pairs Confer
Roundrobin
Roundtable
Teams Confer
Virginia Debolt, 1998
 10 Rules for Writers
1. Write.
2. Write.
3. Write often.
4. Write about anything.
5. Write about everything.
6. Write about what you see.
7. Write about what you learn.
8. Write about what you think.
9. Write about what you read.
10. WRITE!!! Virginia DeBolt, 1998
Writing Taught Only During
“Language Arts” Period

Writing Across the

Curriculum as a Tool for
Learning
Teacher control of decision-making by:
Deciding on all writing topics
Dictating suggestions for improvement
Determining learning objectives alone
Giving instruction as whole-class activity

Student ownership and responsibility by:

Receiving help in choosing their own topics
and goals
Having brief teacher-student conferences
Reviewing their own progress
Time spent on isolated drills on “sub skills”of
grammar, vocabulary, spelling, paragraphing,
penmanship, etc.

Time spent on writing whole, original pieces

Real writing purposes with student
involvement in determining
Instruction/support in all stages of the
writing process
Teacher talking about writing but
never writing or sharing own
work

Teacher modeling all stages of the

writing process and demonstrating
the process
 Grammar lessons, isolated and
given in order as determined by a
textbook, before writing begins

Grammar and mechanics taught in

context as needed, especially
during the editing stage of the
writing process
Only teacher reading assignments

Real audiences reading writing

assignments
Negative evaluations by teacher
Marking errors heavily
Editing paper instead of helping
student make improvements
Focusing on grading instead of
growth

Constructive, efficient evaluation

Brief informal oral responses
Grading of student-selected pieces
Viewing of growth and self-evaluation
Encouraging risk-taking and honest
expression
 Activity
The topic is: Women are as effective in combat
as men.
Use class value line to demonstrate your feelings
about this topic and participate in discussion with
your partner after the line splits.
Write--remembering your audience.
Form teams of four. With one partner confer for
content. Revise as needed. With another partner
proofread. Make edits and prepare final draft.
Share with the last person in your group.
Choose one of these topics.

Birth control should be available to

students from their high school
counselors.
President Bush is doing an
outstanding job.
Madonna is a good role model for our
students.
If ________ were alive today,
what would you ask him/her?
•ThinkPad Brainstorm
Questions
•Independent Write
•Arrange Questions/Answers
•Put together as written
interview
 Compare & Contrast
Plants & Animals
•Pair Project with chart
•Use chart to write your
compare-and-contrast essay
on another sheet of paper
•Revise with partner
•Proofread with partner
•Make final copy
 Math Writing
Solve this problem:
2/4
+ 1/8__
With a partner discuss the steps to how you solved this
problem.
With your partner, list the steps that you used taking
turns writing each step.
Create a poster illustrating the steps to solving the
problem. You will present your poster to the class.
Write a brief paper explaining the process you just
analyzed and sequenced. The steps in your writing
should match the steps as they were displayed on your
poster.
 NOW:
On your card write something from today that
squared with what you already thought.

On your card write something from today that

made you view something from a different
angle.

What new piece of information from the

presentation completed or “closed the circle”
for you? Write it down.

List an action or a new approach that you will

Z take and share with someone.

-Bob Pike and Lynn Solem