Authoring cycle


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

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