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Authoring cycle

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Original Authoring Cycle PowerPoint

Original Authoring Cycle PowerPoint

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  • STOP Here and read memoirs in groups
  • Share diagrams and ideas - have copies of authoring cycle for everyone
  • Transcript

    • 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.