Authoring cycle 2


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  • Write a rough draft“Can’t stop writing”Craft leads to grab readers’ attentionWrite one sentence and say, “I’m Done!”Adding on (can continue the next day)Emphasize content over mechanicsWho? What? When? Where? Why?Adding (Pushing In) Strategywords or phrasesdialoguemissing partReplacing (Trading) Strategywords or phrases“telling” with “showing”beginning or ending
  • Revision = seeing again (or “Re Vision”)Steps in revision processReread the rough draftShare the rough draft in an Authors CircleRevise based on feedbackWhy Revise?Writing is betterMove towards revising while writingStudents become better writersReordering (Cutting and Sorting) StrategySentences or paragraphs that are not in the right sequenceRemoving (Chopping Out) StrategySentences or paragraphs that don’t stay on topic or distract the readerRevision Strategies from: Cunningham & Cunningham (2010). What Really matters in Writing: Research-Based Practices across the Elementary Curriculum. Boston: Allyn & Bacon.
  • 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?What happens?Everyone brings a draft to the circleWhat does the audience do?Audience “receives” the piece, Say what they heardAudience asks questions: Unclear, Need more information,Ask about how the piece was written,Ask about future plans for the pieceQuestions focus on ideas/meanings rather than editing (conventions)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 authorThese are in-process piecesAuthor likes his/her piece, but wants to work on itThis is a place for seeking advice, not just to “share”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 readerSee demonstrations provided by other authorsExpands on the “reader’s perspective”Learning by example and experience – new ideasAuthor talk timePairs talk about the writing they did
  • Editing = putting writing into its final form with a focus on mechanics (conventions)Capitalization, Punctuation, Spelling, Sentence structure, Usage ,Formatting considerationsMost effective way to teach editing is through the writing process rather thanTake a break from the compositionProofreadUse convention chart for reference, Focus on one convention at a time when learning, Checklist for children to followThen trade with a friendCorrecting ErrorsAuthor correct errors on own, Meet with teacher for final approvalEditors Tables can be successfulA 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 readersNecessary for published work, All writers need outside editors to “get it right”Seeing the convention mistakes of others is easier than seeing one’s ownPeer/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 *
  • Review multiple choice questions on Reading Guide
  • Authoring cycle 2

    1. 1. The Authoring Cycle<br />EDUC 2217<br />Spring 2011<br />
    2. 2. Why is it important to help children build from what they already know?<br />What are some examples of writing activities that build on children’s life experiences?<br />
    3. 3. Pre WritingImmersion<br />
    4. 4. Pre Writing Generating Ideas<br />
    5. 5. Drafting<br />
    6. 6. Revision<br />
    7. 7. Authors Circle<br />
    8. 8. Editing<br />
    9. 9. How does student ownership of their writing figure into revision and editing?<br />
    10. 10. Publishing<br />
    11. 11. References<br />Cunningham & Cunningham (2010). What Really matters in Writing: Research-Based Practices across the Elementary Curriculum. Boston: Allyn & Bacon.<br />Tomkins, G.E. (2008). Teaching Writing: Balancing Process and Product, 5th Edition. Upper Saddle River, NJ: Pearson.<br />Hand writing picture: D Sharon Pruit<br />Water immersion picture: riandreu<br />Homework picture series: Bill Rhodes<br />Truck Picture: Circulating<br />Eye picture: Paul Sapiano<br />Chair picture: Alfonso<br />Editing picture: Nic McPhee<br />Magazine picture: Ian MacKenzie<br />Question mark pictures: Colin Kinner and beast love<br />