Authoring cycle
- 1. The Authoring Cycle (Writing Process) EDUC 2217 Spring 2010
- 2. Authoring Cycle Big Ideas Draws from life experiences Real choice and personal responsibility Mini-lessons, modeling, small group Conversation, reflection and revision
- 3. Personal Experience Starting with children’s own experience is emphasized. Why is it important to help children to b u ild from what they already know? What are some examples of writing activities that build on children’s life experiences?
- 4. Launching Writing through Reading Immersion in the genre the students will study Read and respond to pieces in the genre Generate characteristics of the genre
- 5. Memoir Immersion Read the memoir selection aloud. As you read, think about the questions you have been given. Jot down answers to the questions as you work. Discuss your thoughts with your group. Be prepared to present your findings with the rest of the class.
- 6. Prewriting: Generating Ideas Finding topics Life Story Time Lines Lists Things I Might Write About Things We Know A lot About Sketch Journals Story Boards Consider audience Identify purpose The Five Steps Think, Draw, Write, Name, Date Choose appropriate genre Other Ways to Find Topics Mapping: Drawing maps of special places Hand map & Heart map Toy Stories: Acting out stories with others Story extensions: what would happen next? borrowing language patterns, characters, settings Discussion Talk with peers, family, etc.
- 7. Drafting Write a rough draft “ Can’t stop writing” Craft leads to grab readers’ attention Write one sentence and say, “I’m Done!” Adding on (can continue the next day) Emphasize content over mechanics Who? What? When? Where? Why?
- 8. Revision Revision = seeing again (or “Re Vision”) Steps in revision process Reread the rough draft Share the rough draft in an Authors Circle Revise based on feedback Why Revise? Writing is better Move towards revising while writing Students become better writers
- 9. Authors Circle Authors Circles are one way for students to find out how others respond to their writing. How do you, as the teacher, organize and conduct author’s circles?
- 10. Authors Circle What happens? Everyone brings a draft to the circle These are in-process pieces Author likes his/her piece, but wants to work on it This is a place for seeking advice , not just to “share” What does the author do? Presenting author reads piece aloud Author indicates what kind of feedback is needed Author takes notes on audience responses Final decisions about what to change belong to the author
- 11. Authors Circle What does the audience do? Audience “receives” the piece Say what they heard Audience asks questions Unclear Need more information Ask about how the piece was written Ask about future plans for the piece Questions focus on ideas/meanings rather than editing (conventions)
- 12. Authors Circle How do Authors Circles help students become better writers? Presence of listeners helps the author to take a new perspective sees how readers are understanding the message Authors develop a sense of audience begins anticipating the response of the reader See demonstrations provided by other authors Expands on the “reader’s perspective” Learning by example and experience – new ideas
- 13. Alternatives to Authors Circle Author talk time Pairs talk about the writing they did Peer conferences Teacher-child conferences Writing in the round – sharing the construction of a written piece
- 14. Revision Strategies Adding (Pushing In) Strategy words or phrases dialogue missing part Replacing (Trading) Strategy words or phrases “ telling” with “showing” beginning or ending
- 15. Revision Strategies (ctd) Reordering (Cutting and Sorting) Strategy Sentences or paragraphs that are not in the right sequence Removing (Chopping Out) Strategy Sentences or paragraphs that don’t stay on topic or distract the reader Revision Strategies from: Cunningham & Cunningham (2010). What Really matters in Writing: Research-Based Practices across the Elementary Curriculum. Boston: Allyn & Bacon.
- 16. Revision vs. Editing Revise for meaning Authors control revision Edit for conventions Editors control editing
- 17. Revision and Editing How does student o w nership of their writing figure into revision and editing?
- 18. Editing Editing = putting writing into its final form with a focus on mechanics (conventions) Capitalization Punctuation Spelling Sentence structure Usage Formatting considerations Most effective way to teach editing is through the writing process rather than worksheets (Fearn & Farnan, 1998)
- 19. Editing Take a break from the composition Proofread Use convention chart for reference Focus on one convention at a time when learning Checklist for children to follow Then trade with a friend Correcting Errors Author correct errors on own Meet with teacher for final approval Editors Tables can be successful
- 20. Editors Table A physical space set aside for editing toward the END of the cycle allows for freedom during the drafting stages. Focus is on conventions Conventions exist to support outside readers Necessary for published work All writers need outside editors to “get it right” Seeing the convention mistakes of others is easier than seeing one’s own Peer/teacher discussion with the author about parts that are difficult to read sensitizes him/her to the purpose for conventions. Over various writing projects teachers adjust the amount and kinds of conventions that students are expected to look for *
- 21. Publishing Create final produce and share with audience Increases motivation and identity as an author Publishing can take on many different forms: Sit in an “author’s chair” Submit piece to writing contests Display the writing Create a class book Share at a read-around party Read to families Visit a class with younger children and read piece
- 22. Publications Author’s Chair (and other “readings”) Displays (bulletin boards, etc.) Plays, presentations Author’s Teas/coffee houses Young Author’s Conferences Websites that publish student writing Letters (that are really mailed)
- 23. Publications Books (individual or class books) Newspapers or magazines distributed to class, parents, school, etc. Museum displays (with curator's captions) Keeping the work public (after Author’s Chair / share) keeps it alive, active and ‘real’ Displaying books in classroom library
- 24. Authoring Cycle Develop a working understanding of the parts of the writing process. Create a diagram of the writing process on the back of this page to support your learning.
- 25. References Cunningham & Cunningham (2010). What Really matters in Writing: Research-Based Practices across the Elementary Curriculum. Boston: Allyn & Bacon. Tomkins, G.E. (2008). Teaching Writing: Balancing Process and Product, 5th Edition. Upper Saddle River, NJ: Pearson.