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Published writers still struggle with the writing process.
~ Laurence Pringle
The Writing Process
What is the writing process?
The writing process is an approach to writing that entails the recursive
phases of pre-writing, drafting, revising, editing, and publishing.
How is the writing process taught?
Teachers use a combination of direct instruction, modeling, and
conferencing to teach and support the writing process.
Why teach the writing process?
Learning, implementing, and internalizing the writing process help students to produce effective
writing for a variety of purposes - including writings that do not follow the full writing process.
What is prewriting?
Prewriting is the planning phase of the writing process. During this phase, writers may plan for
writing by drawing pictures, making lists, brainstorming, using graphic organizers, or conferring
with a peer as they anticipate writing on a topic for a particular audience. The Idea and
Organization Traits are important in the prewriting phase as writers consider narrowing or
expanding the writing focus and select an organizational structure that will most effectively
showcase their ideas.
What is drafting?
The drafting phase of the writing process entails the actual composing of the text. During this
phase, writers use prewriting activities to generate a piece of writing in rough form. The goal is
translate ideas into a written organization without being constrained by word choice, sentence
structure, conventions, and presentation. Informal conferences with teachers or peers can occur
during this phase to provide focused feedback to the writer.
What is revising?
During the revision phase of the writing process, writers examine the content of their writing.
Writers review their text for clarity and craft and consider changes that would improve the piece.
The first five traits are essential for effective revision of the content: Ideas, Organization, Voice,
Word Choice, and Sentence Fluency. Based on their own critical review and feedback, writers
may keep elements of the writing as well as make revisions as they add, delete, move, or change
elements.
o Ideas – add, delete, or change details, develop the topic
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o Organization – change the lead or conclusion, add smooth transitions, move sentences or
paragraphs
o Voice – talk right to the reader
o Word Choice – change weak verbs to strong verbs, change vague language to precise
language
o Sentence – add words and phrases to expand sentences, change sentence beginnings to
vary beginnings, move words and phrases within a sentence to vary sentences, combine
sentences to vary sentences.
What is editing?
Writers attend to correctness in conventions when they enter the editing phase of the writing
process. Editing should be undertaken when all revisions to the content are complete. Writers
may edit independently or engage in peer editing. Editing requires that writers proofread to find
errors in grammar, usage, mechanics, and spelling and then make appropriate corrections.
Writers then edit to correct the errors before preparing the final draft for publication. The
Conventions Trait is most prominent at this phase of the writing process.
What is publishing?
Publication entails the final preparation of a piece of writing for the intended audience and may
involve preparing a neatly handwritten or word processed copy of the final draft and the addition
of illustrations or other graphic elements. Publication may extend to a multimedia presentation or
lead to a public performance such as a speech or a debate. The Presentation Trait is emphasized
during this phase of the writing process as the writer works to make the piece appealing and
inviting to the audience.
How can the writing process be presented to students?
The process of drawing a picture is analogous to composing a piece of writing. In fact, young
students often begin to communicate through pictures and drawings. Both processes entail
creation and critical review. Imagine that a student wants to convey a picture of his home to
others. (See Resource Sheet _ for using drawing to introduce the writing process to young
students.)
In the pre-drawing phase of the drawing process, the student may go
outside to look at his home to consider whether to focus on the home or to
include its immediate surroundings or the larger environment – making
decisions about whether to narrow or expand the focus of the drawing. The
student may sketch the scene in preparation for the drawing. The student is
focused on the creation.
Pre-drawing is like pre-writing in that the student is engaged in planning.
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In the drafting phase of the drawing process, the student attempts to
portray his home situated in the planned scene. The student applies details
that bring the home into focus: windows, doors, bricks or siding, sidewalks,
grass, flowers, and trees, adjoining home (for a row house), multiple floors
or buildings (for an apartment). The student maintains his focus on the
creation of the picture.
The drafting phase for drawing is like the drafting phase for writing in that
the student gets the basic idea and key details on the page while putting
aside improvements that can come later in the process.
In the revising phase of the drawing process, the student stands back from
his picture to engage in critical review. He may decide to add detail and
color elements to improve the content of his picture. In addition, the student
may invite and incorporate feedback from the teacher and peers.
Revising a drawing is like revising a piece of writing in that the creator has
adopted a critical view of his work and is intent on improving the content.
The student engages in critical review again during the editing phase of the
drawing process and concentrates on ensuring a correct picture of his home.
To that end, the student may sharpen lines and erase stray marks.
Editing a drawing is like editing a piece of writing since the student has
again adopted a critical perspective and the emphasis is on correctness.
During the publishing phase the student prepares the drawing for viewing.
He may frame the piece and hang it in a prominent place to display for an
audience.
Publishing a drawing and a piece of writing are similar in that both are
focused on making the work audience-ready.
Baltimore County Public Schools
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DRAFT
Write, write, and write some more. Think of writing as a muscle that needs lots of exercise.
~ Jane Yolen
BCPS Writing Portfolios
What is the BCPS Writing Portfolio?
The BCPS Writing Portfolio is a combination growth and showcase portfolio. To demonstrate
growth, teachers and students select artifacts for inclusion over the course of the year. Through
periodic reflection, students examine their work, document what they have learned, and set
learning goals. At the end of each quarter, teachers and students confer to identify one or two
pieces to showcase as their best work.
Who will use the writing portfolios?
Clearly, students and teachers will use portfolios and they interact and conference about artifacts
to include and to showcase. In addition, the portfolios document student learning and
competencies that should be featured in parent conferences. Portfolios may also factor into
teacher evaluation as teaching and learning evidence.
What kinds of artifacts may be included in the writing portfolio?
Writing portfolios should contain the composition pre and post tests along with specified grade
level compositions. In addition, artifacts may include pieces from any content area in draft or
published format (having gone through the full writing process). The list that follows contains,
but is not limited to, the following representative samples.
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A learning log entry
A journal entry
BCR responses for math or reading
Quick writes or other brainstorming activities
Research notes
Letters
A social studies composition
Planning documents, photos, and a summary from a science fair project
Notes or planning documents (e.g. a story board) for videotaped, audiotaped, or
multimedia presentations.
Multimedia or Web 2.0 presentations
Formative and summative assessments
Peer review records
Works in progress
Teacher-student conference records
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How can teachers manage and organize the writing portfolio?
Teachers may manage writing portfolios by designating a file box or
bin as a repository for student portfolios. File folders may be used
for individual student portfolios. A table of contents or a log sheet
(Resource Sheet _) for each student portfolio is essential. Individual
student portfolios should be organized chronologically to facilitate
the review of and reflection on growth and quarterly identification
of best works.
In schools or grade levels that are departmentalized by content, teachers may maintain a folder
for each student to be integrated into a single portfolio at the end of the year. Teachers with selfcontained classes may elect to organize the portfolio into sections by content. Artifacts from each
content area are then organized chronologically to show growth.
Why should writing portfolios be an interdisciplinary initiative?
Students learn all of the time, so their portfolios should include artifacts which reflect that
learning across the curriculum. Portfolio artifacts are based on student products and
performance samples, so learning in all content areas should be represented through written,
recorded, and multimedia products across subjects or within thematic, interdisciplinary
applications.
How is a writing portfolio evaluated?
Most artifacts have been scored or graded prior to their inclusion in the portfolio; therefore, it is
not necessary to assess them individually a second time. Instead, portfolios should be holistically
evaluated based on completion (the inclusion of specified artifacts) and quality of student
reflections. Teachers may use the portfolio checklist (Resource Sheet _) as an evaluation tool.
Portfolio evaluation may occur in several ways:
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Solitary review – the classroom teacher alone reviews and evaluates the portfolio
Student-teacher conference – the teacher engages the student in a review and evaluation
of the portfolio in a conference setting
Team review – a grade level team collaborates to review and evaluate student portfolios
How is writing celebrated through portfolios?
How is a writing portfolio a metacognitive activity?
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Office of Elementary Language Arts
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You’re never going to be a writer unless you write. So sit down and write.
~ Jane Yolen
Writing Instruction
What instructional models might be used to teach writing in the classroom?
Writing skills and strategies may be taught using a gradual release of responsibility or a writing
workshop model.
What is the gradual release of responsibility model?
The gradual release of responsibility model entails these lesson components: direct instruction,
guided practice, and independent application.
Direct Instruction (5-15 minutes): The teacher introduces, explains, and models a
writing skill or strategy.
Guided Practice (5-15 minutes): Students practice the instructed skill or strategy with
teacher guidance and feedback.
Independent Practice (5-15 minutes): Students independently apply the skill or strategy
on a formative assessment or a piece of writing.
The gradual release of responsibility may be implemented within relatively short timeframes.
Practice and application of the skill or strategy may and should extend to writing across the
curriculum. In addition, this model is well-suited to instruction of discrete skills or strategies. A
representation, but not exhaustive, list of such skills follows.
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Commas in a series
Subject-verb agreement
Composing an enticing lead
Developing a satisfying conclusion
What is the workshop model?
A workshop is an instructional model that has three distinct phases: a mini-lesson, independent
writing, and sharing.
Mini-lesson (5-15 minutes): The teacher provides explicit instruction on one writing
concept. Concepts generally fall into one of the following categories.
o Workshop procedures – Initial lessons often focus on aspects of the writing
workshop to facilitate full and effective student participation. These lessons may
address how to access writing materials, how to store in-process and completed
writings, how to engage in peer review, etc.
o Writing strategies: These lessons focus on the writing process and feature
strategies for some aspect of prewriting, drafting, revising, editing, or publishing.
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Students may learn how to narrow their topic, plan for a personal narrative,
develop an enticing lead, revise to incorporate strong verbs or vary sentences,
introduce a convention (grammar, usage, mechanics, or spelling), etc. Writing
strategy lessons may also introduce a pertinent feature of one of the 6+1 traits of
writing. (See Writing Traits.)
o Characteristics of Good Writing: In these lessons, students use the language of the
6+1 traits of writing to analyze and critique writing. Analysis of writing samples
aids students in internalizing the qualities of effective writing.
Independent writing (15-30 minutes): During the independent writing phase, students
apply the mini-lesson writing skill or strategy to their own writing and continue inprocess work on their writing. During this independent phase, students may engage in
peer review. (See Resource Sheet #_ for Peer Review Guidelines.) As students work
independently, the teacher confers with an individual student about his writing offering
focused feedback or meets briefly with a small group for targeted small group writing
instruction. The teacher may also work on a piece of writing.
Sharing (5-15 minutes): At this point in the writing workshop, students read their work
aloud to the entire class or to a partner and elicit feedback in the form of praise,
questions, or polish. Praise communicates to the writer something that he has done well
and should keep in the piece of writing. Questions address areas of the writing that are
unclear or confusing and may lead to the polish or recommendation for improvement.
Offering feedback should be modeled explicitly and offered respectfully. Often, a teacher
will invite students to critique her writing or the writing of an anonymous author to
develop the feedback protocol.
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Push yourself to try new things…it will make you a better writer.
~ Deborah Nourse Lattimore
Writing Text Types
What are the writing text types?
While there are many genres of writing, the Common Core State Curriculum categories writing
into three general text types: narrative, informative/explanatory, and argument (opinion). The
writing standards which include and address these text types prepare students for success in
college and career. In the elementary grades, the three text types enjoy equal importance.
Grade Level
Argumentative
Informative
Narrative
(Opinion)
Elementary
30%
35%
35%
Middle
35%
35%
30%
High
40%
40%
20%
What are the characteristics of the narrative text type?
Narrative writing uses time as its deep structure. This writing conveys experience – real or
imagined. Genres that exemplify narrative writing include the autobiography, the memoir, and
fictional stories. The purpose of a narrative may be to entertain, instruct, inform, or entertain.
What are the characteristics of the informative/explanatory text type?
Informative/explanatory writing conveys information accurately. Writings
that exemplify this text type include summaries and instructions. The
purpose of informative/explanatory writing is to increase knowledge,
explain a procedure, or explore a concept in depth.
Argument is an especially important text type since it requires the writer to provide reasoned,
logical proof for a claim or assertion. The purpose of argument is to change the reader’s thinking,
move the reader to action, or convince the reader to accept the writer’s explanation of a problem
or concept. The complexities of this type of logical reasoning exceed the cognitive ability of
most elementary students. Therefore, as a precursor to argument, elementary students are taught
to express opinions that are well supported by facts and evidence.
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For me, a page of good prose is where one hears the rain [and] the noise of battle.
~John Cheever
Writing to Source and Research
It is difficult, if not impossible, to talk about writing without talking about reading, too. The
language arts are inseparable. All writers anticipate readers. All speakers anticipate listeners.
One is pointless without the other.
The Common Core Standards (CCS) marry the language arts and integrate them into tasks that
require students to write in response to a source following a close reading of the text. The oral
language of speaking and listening are the natural, developmental precursors of reading and
writing. Performance tasks require close, repeated reading of a text in order to respond
effectively by marshalling support and evidence from the text. Responses that rely solely on
background knowledge or prior experience are not sufficient. Writing to source refers to the textbased responses t
The authors of the Common Core Standards maintain that students must read complex texts that
are worth reading and re-reading. Such texts require close reading and elicit evidence-based
responses.
Common Core texts and tasks should be ‘bootstrapped’ together in such a way that they lead to
an ever deeper understanding. Tasks or questions may require students to formulate an opinion
or claim that they can substantiate with evidence from the text. Evidence from prior knowledge
or background experience is not sufficient and will not supplant evidence marshaled from a
sufficiently complex text.
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Research Standards in the Common Core Writing Strand
Instructional Models
http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdf
https://secure.ncte.org/library/NCTEFiles/Resources/Books/Sample/52119chap01_x.pdf
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The Traits of Writing
What are the traits of good writing?
The 6+1 Traits of Writing represent the characteristics of high quality writing. In order of
importance, these traits are ideas, organization, voice, word choice, sentence fluency,
conventions, and presentation. In terms of the writing process, ideas and organization hold
importance in the prewriting and drafting phases. When it comes to revision, ideas, organization,
voice, word choice, and sentence fluency are all worthy of consideration when working to
improve the content of a piece of writing. Conventions are most relevant to the editing phase of
the writing process, and attention to presentation is essential for publication.
Ideas are the cheapest part of the writing. They are free. The hard part is what you do with the
ideas you’ve gathered. ~Jane Yolen
The Idea Trait
There is more to the idea trait than just picking a topic. Key features of the
Idea Trait include topic choice, focus, elaboration, and details. After choosing
a topic, writers must ensure that the topic is narrow enough to manage…but
not so narrow that only a sentence or two are needed. Focused topics beg for
elaboration and the rich details that bring the topic to life for the reader.
Work extra hard on the beginning of your story, so it snares the readers instantly. And know how
you’re going to end your story before you start writing; without a sense of direction, you can get
lost in the middle. ~ Joan Lowery Nixon
The Organization Trait
Organization isn’t all about structure. Most people think of organization as the
structure of a piece of writing. Structure is important, but that’s not all there
is to the organization trait. Writers attend to the organization trait when
they craft an enticing lead and an effective conclusion. Transitions are
another aspect of the organization trait. Beginning writers intentionally attend to transition
words. Accomplished writers often transition the reader though the text smoothly and seamlessly
without heavy doses of transition words. Organization is second in importance since it is critical
to effective writing. Organization keeps the reader from getting lost.
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The golden rule of writing is to write what you care about. If you care about your topic, you’ll do
your best writing, and then you stand the best chance of touching a reader in some way.
~Jerry Spinelli
The Voice Trait
Many teachers are uncomfortable with the voice trait because it feels abstract;
however, everyone registers voice when it is present in writing. The writer
has connected with the audience. Voice may manifest itself as the unique
style of the writer or the tone of the writing. There are two tests for voice in
writing. Did the writing affect the reader? Can you name the voice? The voice
and word choice traits go hand-in-hand. Apt word choice creates voice.
The difference between the right word and the almost right word
is the difference between lightning and a lightning bug.
~Mark Twain
The Word Choice Trait
Word is highly dependent on the writing purpose and the audience and may include
natural, precise, sensory or figurative language. Often teachers of writing make
the mistake of encouraging young writers to add more adjectives to improve their
writing when a strong verb will effect far greater improvement.
I think what is really hard is making sense and making what you write clear and smooth flowing.
~Ray Blount
The Sentence Fluency Trait
Yes, sentence fluency is about writing in complete sentences, but it is also
about using sentence fragments for effect. Writers attend to sentence fluency
when they rework sentences to achieve the desired rhythm and flow for a piece
of writing. They play with sentence beginnings, types, and lengths. Even a
short sentence can pack a punch or build suspense.
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You write to communicate what’s burning inside you. You edit to let the fire show through the
smoke. ~ Author Unknown
The Conventions Trait
Conventions address the level of correctness which come under scrutiny
during the editing process. The conventions of Standard English should be
taught in conjunction and in the service of writing. Mastering the
conventions of Standard English frees a writer to break the rules for effect –
such as writing dialect.
Need a quote
The Presentation Trait
Presentation adds eye appeal during the publishing phase of the writing process.
It communicates to the potential reader that the writer cared enough to
produce a pleasing, neat final copy. Elements of the presentation trait include
legible handwriting or consistent, appropriate fonts (when using a word
processor), appropriate spacing and placement of graphic images (hand drawn or
computer images).
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RAFTS Prompts
RAFTS prompts are used to initiate a piece of student writing. Each letter represents one aspect
of writing that the student should carefully consider and use in the composition. Teachers may
use the RAFTS acronym to prepare a prompt for writing in response to literature or content area
reading presenting. An explanation for each letter of the acronym follows along with sample
RAFTS prompts.
R - Role of the Writer
In planning a RAFTS prompt, consider having writers adopt a role
other than themselves. Students might write as a Civil War soldier, a
character in a novel, a numeral, a human heart, etc. Assigning a role
encourages writers to adopt a distinct point of view and a voice.
A – Audience
Identify the audience in the prompt.. Knowing the audience helps
students select the content and the style. In addition, students attend to
development and detail when the audience extends beyond the teacher.
F – Format
Cue the reader to use a form that has been taught and mastered.
Knowing the format helps students organize the content and abide by
the format conventions, such as a letter, an interview, etc.
T – Topic
Clearly identify the topic for the piece to help students narrow their
focus.
S – Strong Verb
Incorporate a strong verb that will indicate the writing purpose e.g.
persuade, explain, inform, narrate.
RAFTS prompts represent an assessment alternative in which students use composition to
demonstrate what they know about a topic they have learned. Sample RAFTS prompts for
English, math, science, and social studies follow:
English
You are Colin in The Secret Garden. Write a note to Mary detailing her selfish
behavior.
Math
You are the numeral zero. Some humans think you are just a nothing. Prepare a
speech to convince them of your importance
Science
You are human heart. Write an essay for Grade 5 science students explaining your
function in the circulatory system.
Social
Studies
You are a Revolutionary War Patriot. Compose a letter to King George explaining
your strongest objection to British rule.
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Quotes about Writing
The six golden rules of writing: read, read, read, write, write, write. ~ Ernest Gaines
The key is to teach ourselves to think, and the writing will take care of itself. ~Christopher
Mobley
By writing quickly we are not brought to write well, but by writing well we are brought to
writing quickly. ~Quintilian
Metaphors have a way of holding the most truth in the least space. ~Orson Scott Card
If one corrupts language, language can also corrupt thought. ~George Orwell
The pen is the tongue of the mind. ~Miguel de Cervantes
Writing is thinking on paper ~ William Zinsser
Good writing is rewriting. ~ Truman Capote
The writer is an explorer. Every step is an advance into a new land. –Ralph Waldo Emerson
Write to taste life twice, in the moment and in retrospection. ~Anais Nin
Write, write, and write some more. Think of writing as a muscle that needs lots of exercise.
~Jane Yolen
To me the greatest pleasure of writing is not what it’s about, but the inner music the words make.
~Truman Capote
I am not a very good writer, but I am an excellent rewriter. ~James Michener
Putting pen to paper causes us to think more deeply even if our writing is thrown away.
~Norbet Platt
When something can be read without effort, great effort has gone into its writing.
~Enrique Jardiel Porcela
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Glossary of Terms
Literature – fiction, drama, and poetry
Literary non-fiction –
On demand writing
PARCC –
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