- 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 childrens own experience is emphasized.Why is it
important to help children tob u ild from what they already
know?
- What are some examples of writing activities that build on
childrens life experiences?
4. Launching Writingthrough 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
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- Things I Might Write About
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- Things We Know A lot About
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- Think, Draw, Write, Name, Date
- Other Ways to Find Topics
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- Drawing maps of special places
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- Acting out stories with others
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- borrowing language patterns, characters, settings
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- Talk with peers, family, etc.
7. Drafting
- Craft leads to grab readers attention
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- Write one sentence and say, Im Done!
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- Adding on (can continue the next day)
- Emphasize content over mechanics
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- Who? What? When? Where? Why?
8. Revision
- Revision = seeing again (or Re Vision)
- Steps in revision process
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- Share the rough draft in an Authors Circle
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- Move towards revising while writing
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- Students become better writers
9. Authors Circle
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- 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 authors circles?
10. Authors Circle
- 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
- 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
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- Ask about how the piece was written
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- 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
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- sees howreadersare understanding the message
- Authors develop a sense of audience begins anticipating the
response of the reader
- See demonstrations provided by other authors
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- Expands on the readers perspective
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- Learning by example and experience new ideas
13. Alternatives to Authors Circle
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- Pairs talkaboutthe writing they did
- Teacher-child conferences
- Writing in the round sharing the construction of a written
piece
14. Revision Strategies
- Adding (Pushing In) Strategy
- Replacing (Trading) Strategy
15. Revision Strategies (ctd)
- Reordering (Cutting and Sorting) Strategy
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- Sentences or paragraphs that are not in the right sequence
- Removing (Chopping Out) Strategy
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- Sentences or paragraphs that dont stay on topic or distract the
reader
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- 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
17. Revision and Editing
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- How does studento 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)
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- 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
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- Use convention chart for reference
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- Focus on one convention at a time when learning
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- Checklist for children to follow
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- Author correct errors on own
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- 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.
- Conventions exist to support outside readers
- Necessary for published work
- All writersneed outside editors to get it right
- Seeing the convention mistakes of others is easier than seeing
ones 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:
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- Submit piece to writing contests
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- Share at a read-around party
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- Visit a class with younger children and read piece
22. Publications
- Authors Chair (and other readings)
- Displays (bulletin boards, etc.)
- Authors Teas/coffee houses
- Young Authors Conferences
- Websites that publish student writing
- Letters (that are really mailed)
23. Publications
- Books (individual or class books)
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- distributed to class, parents, school, etc.
- Museum displays (with curator's captions)
- Keeping the work public (after Authors Chair / share) keeps it
alive, active and real
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- Displaying books in classroom library
24. Authoring Cycle
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- 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.