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Writing as a process :

Part I

 
There are mainly 5 steps in the writing as a process:

Pre-writing


SOURCES OF INSPIRATION - How do I get ideas in the first place?
  • magazines/newspapers/periodicals/CD-ROM
  • conduct an interview based on your topic
  • media - radio, tv, internet
  • experiences
  • film - movies and documentaries
  • music
  • visual art - observing or creating
  • dreams
  • memories
  • discussion and brainstorming
  • responding to literature
  • role playing
  • research
  • imagination
  • personal interest inventories
  • class interest inventory
  • other

 

TIPS - What ways can I prewrite?

  • free writing
  • journalling
  • image streaming (transplant yourself
    to another place or time and describe 
    from a first person point of view)
  • lists
  • visualization
  • brainstorming - individually or as a group
  • webbing/mapping/clustering
  • graphic organizers
  • topic or word chart

Writng


NOW THAT IT'S TIME TO WRITE . . . What do I do?

WRITING. . . ROUGH DRAFT . . . ROUGH COPY
Whatever you call it, it is still the same thing.  
Get a working copy of your paragraph or paper
so that you have something to work with.

OUR ROUGH COPY SUGGESTIONS

* Name, class and date on top right hand corner of all pages
* Number all your pages
* One staple in the top left hand corner
* Double space
* Margin to margin
* Single sided
* Pencil or pen (depending on teacher preference)
* Line space at end of page

TIPS WHEN GOING FROM PREWRITING TO WRITING

  1. Be selective in the ideas that you include.  You don't have to include
    everything that was in your prewriting!  Pick your best ideas.  
    Make sure they relate to each other and your topic.
  2. WRITE!  WRITE!  WRITE! 
    Don't stop once you start writing.  Revising and editing
    come later.  Just let the ideas flow.  
  3. Don't count words, ask your teacher how long it should be or when
    it is done.  When YOU feel that you have completed your ideas,
    you are then ready to go to the next stage.
  4. HOLD IT!  Before going to the next stage, make sure you have
    enough content to work with.  If you feel that you are lacking content,
    go back to your prewriting for more ideas and details.  

Revising


WHAT IS REVISING?

Revising is . . .

  • making decisions about how you want to improve your writing
  • looking at your writing from a different point of view
  • picking places where your writing could be clearer, more
    interesting, more informative and more convincing.

 

METHODS

A.R.R.R. -  This method allows you to make four types of changes.

Adding

What else does the reader need to know?

Rearranging

Is the information in the most logical and most effective order?

Removing

What extra details or unnecessary bits of information are in this piece
of writing?

Replacing

What words or details could be replaced by clearer or stronger expressions?

 

R.A.G. - Read Around Group
~ General Rules for Read Around Groups ~

  1. 3-5 writers per group in varying ability
  2. Make sure there are no names on the pieces of writing.  
    Student work is to remain anonymous.  Photocopies work well.  
  3. In each group, everyone reads each paper once.  Nothing is written 
    on the papers. This is the first read.  It is written to get a general idea
    about what has been written.
  4. During the first read, on a separate piece of paper,
    each person puts them on a scale of 1-4.  
    (4 - outstanding, 3 - above average, 2 - acceptable, 1 - insufficient)
    Students also write comments about each piece for later discussion
    with the group.
  5. Students discuss why they assigned the score that they did.  
  6. Staying in the same group, students then revise the anonymous work
    during a second reading. Students can a) read each paper and mark
    suggestions on it or  b) read the piece as a group and mark the
    group's suggestions on each paper.

 

A.R.M.S. - Add, Remove, Move Around, Substitute

 

REVISING TIPS - Ask yourself these questions . . .

  • Can you read it outloud without stumbling?
  • Does every word and action count?  There should be a reason why a
    character acts or speaks in a certain way.  
  • Is the series of events logical?  Do they relate?
  • Is it clear what your goal or your main character's goal is throughout the piece of writing?
  • Are vivid/descriptive words used to describe characters and/or events?
  • Is your train of thought clear?  Are there any tangents?
  • Do you use a variety of verbs throughout the piece?  (Something instead of "SAID")
  • Is it wordy and redundant?  Are you using the same words and phrases
    over and over again?
  • Is there a catchy introduction?  Does the conclusion leave the reader thinking?
  • Do supporting details support only the topic sentence of that paragraph?
  • Are transitional devices used throughout?
  • Is there a strong hook, thesis and lead-in?
  • Is proper format followed throughout?
  • Are all sentences complete or are there sentence fragments?
  • Is a vivid mental picture created in the reader's mind?  

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