(Insert Diagram)
The Writing Process
The best way to facilitate the writing process is to use Microsoft
Word and establishing an electronic portfolio for each student.
The first step is to discover a topic to write about. Teachers need to help students discover
what it is they want to write about. Have a conversation with the student to explore possible
topics. Model a strategy for beginning…..the key to prewriting is allowing ample time for the
power of ideas to stimulate the minds of the writers. Immerse the students in ideas through talk,
various pieces of literature and real life situations.
The second step is to determine the form, and shaping the writing for the students. One way
to accomplish this is to direct the students to mentor texts. A mentor text is simply an example of
writing in a mode the students have chosen.
The next step is drafting a piece of writing after reviewing a mentor text and having a topic.
This stage of getting started can be difficult for some students. The teacher’s role during this part
of the writing instruction continues to be one of facilitator. The teacher provides mini-lessons that
demonstrate the various genres available to the student/writer.
The fourth step is the conference stage. The teacher and the student need to “discuss” the
direction of the piece. The teacher gives the student some “helpful hints” for the continual
development of the written piece. This is a time when the student and teacher engage in a one-to
one interaction focusing on the student’s needs. The teacher can ask questions about the paper’s
direction, listen to the student’s ideas, concerns and questions, and model procedures that the
student can apply to enhancing the written piece. You can also use peer conferences.
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The next step is the revising stage. Of all the aspects of the writing process, students
probably have the most difficulty with revision. Getting a first draft down on paper is hard
enough, it is not surprising that they are reluctant to revisit the writing to make it better. To help
with this, electronic portfolios are the way to go. Students can create their writing piece as a
word document. Look in the technology section of this curriculum for the directions on creating
electronic portfolios. In the revising stage the teacher should guide the writer to ask these
questions: “Will the reader understand what I have written” or “Will this make sense to the
reader?” The teacher should assist in helping the writer to elaborate on ideas by asking questions,
assisting in more precise vocabulary, adding some dialogue if appropriate, adding a character’s
emotional response, deleting redundancies and unnecessary words, adding supporting evidence to
an argument, rearranging lines or verses, balancing word patterns, and developing a great opening
to name a few.
The sixth step is editing. Here is where the mechanics of writing are identified. The teacher
needs to assist the student with the technical correctness of the student’s writing. Struggling
writers are often identified by the difficulties they have with spelling, mechanics, and grammar.
Begin by focusing on aspects of correctness that the student can bring under control. The goals of
editing and proofreading include: sequencing the content, checking the spelling, paragraphing,
sentence restructuring and checking all grammar.
The last step is publishing. Here is the final product of an evolving process for the student.
The student should feel a sense of accomplishment with producing a text that brings the student’s
message to another reader. Whatever form the publication takes, this step is an important and
powerful part of the writing and learning process.
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DESCRIBE
Think of an interesting event that you witnessed. Get ready to
write about it.
1. List facts about the event in the box below.
2. Then write 3 details you’d want to include in a letter describing the event to
your friend.
MAIN IDEA
WHAT:
WHERE:
WHEN:
DETAIL 1:
DETAIL 2:
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DETAIL 3:
The real difference between
expository writing and
persuasive writing is in the
author’s purpose.
In expository writing the
author’s purpose is to
inform the audience.
In persuasive writing the
author’s purpose is to
persuade or convince
the audience to think as
the author thinks.
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Expository Writing Assignment
You have been asked to give directions to a local mall by
a new classmate who has just arrived at your school or to
a boy or girl in the neighborhood who has just moved in.
When you set-up and organize your paper, be sure to:
1. Write your statements clearly.
2. Provide important details and landmarks.
3. Be concerned about the proper sequence.
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Expository Writing Assignment
Describe an event that you witnessed that has left an
impression on your mind. This event must have been
witnessed by you in person, or one that you may have
seen on television or read about in a magazine.
When you set up and organize your paper, be sure to:
1. Write your statements clearly.
2. Provide important details.
3. Be concise and exact in reporting the details.
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Elaboration techniques
for
Expository and Persuasive Writing
1. Facts – statements that can prove.
2. Statistics – facts that are stated in numbers.
3. Sensory details – appeal to the 5 senses and
bring writing to life.
4. Incidents – brief events.
5. Examples – cases that illustrate a point.
6. Quotes – exact words of a writer or speaker.
7.
Graphic aids – includes maps, tables and
diagrams.
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Prompt Writing
Read Prompt
Re-Read
Underline
Think
Plan
Write
Read
Revise
Re-Read
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Expository
You are on the committee to plan a field day for your school. Decide
which games you think should be included in the day’s activities. Write
to explain which field day activities you would like to have, and tell why
you chose them.
When you write your paper, be sure to:
1. Choose the activities you want included in the field day.
2. Give reasons why you think these activities should be included.
3. Support your reasons with details.
4. Organize your ideas well and present them clearly.
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RUBRIC FOR SCORING EXPOSITORY WRITING
NOTE: These are provided as a general guide. Do not attempt to go point-by-point
when scoring papers.
SCORE POINT: 6
Well-developed responses
 Reasons fully elaborated with specific detail
 Strong organizational strategy
 Fluent
SCORE POINT: 5
Developed responses
 Reasons moderately well elaborated with mostly specific details
 Generally strong organizational strategy
 Moderately fluent
SCORE POINT: 4
Somewhat developed responses
 Reasons adequately elaborated with a mix of general and specific details
 Satisfactory organizational strategy
 Somewhat fluent
SCORE POINT: 3
Minimally developed responses
 Reasons have only a little elaboration; more general than specific details
 Some evidence of organizational strategy
 Some awkwardness may be present
SCORE POINT: 2
Undeveloped responses; usually brief with details just listed
 Mostly general details
 May be disorganized
 May be awkward and confused
SCORE POINT: 1
Very sparse responses
 May have few/vague details
 Too brief to indicate organization
 Awkward and confused
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