The Writing Process

1.
Steps: 1. See yourself as an idea collector and user 2. Be interested in the world and observe and ask questions about, people, places, other living things, manufactured things, happenings and activities. 3. Note down ideas and observations in an idea notebook. 4. Wait for some time before choosing an idea to work with. Teacher’s note:  Tell students that they will collect ideas to write about  Encourage and ensure an idea notebook for every student.  Set aside a few minutes fro students to note down things. Ask questions to facilitate student ideas.

Getting ideas

2. Planning a piece
Steps: 1. Pick the idea you want to write about 2. Specify the intended audience 3. Decode the purpose of the work • to describe object • to give information about subject • to teach a reader a skill • to convey an opinion about the subject • to change the readers’ behaviour • to entertain the reader. 4. Express the idea in a sentence or a working title 5. Choose the format- it can be a letter, a poem, an auto biography 6. Brainstorm topics or events or events you want to cover 7. Determine the length of you words, lines or pages 8. Select the narrative point of view-The narrative is usually in the 1st or the 3rd person. The 2nd person is used mostly in instructions and ads that aim to involve the reader in action. 9. Choose the tone- humorous, tragic, witty. Should the words sound angry, friendly, loud, soft, and sarcastic?

3. quotation. Using your own experiments 3. 3. 4. Double check the information to ensure it is correct. Organizing Steps: 1. character etc. Take notes 5. Find the specific resources you’ll use 4. 4. Think of a catchy lead-definition. . Leave place for a better word later. Think about your subject and review your notes  Make interesting techniques  Personification  Dramatization  Compare  Use an unexpected format  Use an unusual narrator  Make it relevant to the reader’s interest  Mystify  Be emotional  Find the news. Write freely. 4. Review the material you want to cover Identify the key topics you want to cover Choose the topic or event you want to start with Consider the topic you want to end with Write an outline to create a graphic organizer While editing use your outline or diagram to diagnose organsiational problems 5. newspaper or magazine article. Tapping an information package eg: book. List questions that need to be answered 2. question or riddle. movie. Interviewing knowledgeable people in the relevant field c. Drafting Steps: 1. diagram b. Choose the method or methods you’ll use for answering your questions a. map. 5. appropriate noise level and stationary 2. Create a suitable work place with good lighting. Researching Steps: 1. startling fact. 2. 3. 6.

2. thesaurus. 6. Think of ways it can be improved in the future. Evaluate the work critically and get someone else to look at it.5. dictionary. 4. grammar book. . Editing Steps: 1. Leave the written piece a while to look at it with a fresh eye. From time to time stop and read what you have just written. Is it just towards the grammar and punctuation or style? Gather materials needed. reference books. Publishing Steps 1. 6. 7. 3. When ideas unrelated to topic come in mind jot them down on a rough paper to avoid losing valuable ideas. An editor who can make helpful comments and suggestions must review your written draft. Make a neat copy of the corrected and edited piece 2. Consider your approach.

Invest class time. For example if you want students to value researching. For example have students research by reading up on a certain topic in the library and interviewing available people about it. C. D. then have them do some research in class time. E. B. Teaching Step 2. Instead. A. B. Guide students through real applications of skills. Students need help when first using their skills to turn out quality products. Invite students to help you collect models of appropriate writing and also get colleagues to share their material.not necessarily in this order to clarify the concept. use the following activities. . Try whenever possible to have a real purpose behind the assignment-for example students will have more interest in edited a letter that will be posted than a homework letter. Through overuse the skill will become habitual.Teaching the Seven Basic Writing Skills Teaching step 1. and whenever possible entertaining. Support your definition by reading aloud or posting quotations by experienced writers. non-threatening. Introduce the skill. Carefully editing a single paragraph does more skill building than carelessly writing ten pages. Make these practices frequent. C. Provide a recipe that breaks the tasks into manageable parts. Display examples. A. Demonstrate the skill. short. Don’t assume that students know what you mean when you ask them to research a topic or edit a draft. Emphasize quality not quantity. Nothing clarifies an activity like seeing it done Give students realistic skills practice. Define the skill clearly. Use both literal and figurative definitions about the skill. Teaching step 3.

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