Authoring cycle

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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.