Writing process
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The document outlines the writing process, which includes pre-writing, drafting, sharing, revising, editing, publishing, and assessing. It defines each step, such as pre-writing involving experimentation and gathering thoughts before drafting, and revising as seeing one's writing from the reader's perspective to add, move, cut, or leave content alone based on feedback. The process results in a published work that can then be assessed after time has passed.
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C:\fakepath\writing project #1 eng 102
This document outlines the assignments for an English 102 course project on the book "Scratch Beginnings" by Adam Shepard. Students are asked to find at least three additional sources discussing one of the issues Shepard raises and write a paper comparing views. They must draft an introduction summarizing the sources, respond to the authors, and include a specific thesis statement. The goal is to persuade readers by providing examples and evidence to support their own opinion on the topic.
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The document discusses the writing process and provides guidance on each stage:
1) Prewriting involves brainstorming, freewriting, clustering ideas, and outlining to develop thoughts before writing a draft.
2) In the drafting stage, writers create a rough draft with mistakes allowed.
3) Revising refines the draft by improving content, structure, and thesis through global and local revisions.
4) Editing eliminates grammatical errors and perfects spelling and punctuation.
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This document discusses the writing process from topic selection through revisions. It covers choosing a topic, brainstorming techniques, drafting a zero draft to capture ideas freely before outlining, doing research, getting peer feedback on preliminary drafts, addressing that feedback in revisions by discussing different perspectives, and using online collaboration tools for presentation drafts. The key steps are choosing a topic, brainstorming, writing an initial zero draft, revising with peer input, and completing a presentation draft.
Drew Dondelinger- Revising
- The document discusses how to provide useful feedback when revising one's own or others' work. It provides tips for effective revision.
- The key aspects of revision are stepping away from the work before revising, reading it out loud to hear how it sounds, and revising others' work with the goal of improving it, not just finding errors.
- When revising, the focus should be on making global changes to improve clarity, argument, and effectiveness, rather than just editing for grammar, spelling, or typos. Questions are provided to guide the revision process.
Writing process
The document discusses the writing process and provides guidance on each stage. It outlines the key components of the writing process as pre-writing, while-writing, and post-writing. During pre-writing, writers invent and collect ideas using techniques like free writing, brainstorming, and clustering. They also consider their purpose and audience. While writing involves organizing ideas in an outline and drafting with a clear tone and coherent structure. Post-writing consists of revising for clarity and organization, then proofreading for spelling, punctuation and style consistency. Following each stage systematically can help writers produce high-quality work.
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Edit Prose like a Pro, by Stephanie Gayle
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This document outlines the assignments for an English 102 course project on the book "Scratch Beginnings" by Adam Shepard. Students are asked to find at least three additional sources discussing one of the issues Shepard raises and write a paper comparing views. They must draft an introduction summarizing the sources, respond to the authors, and include a specific thesis statement. The goal is to persuade readers by providing examples and evidence to support their own opinion on the topic.
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This document discusses living with purpose and defines what it means to work "on purpose". It provides quotes from authors on the subject of finding one's purpose and calling work that expresses one's inner self. Readers are asked to think of people they know who seem to truly love what they do, suggesting they have found their purpose. The document prompts reflecting on quotes about vocation and living in a way that benefits both oneself and the world. Readers are assigned to read parts of a book on creating meaning and purpose in life and work, and answer questions in a notebook about finding more to life than a job and discovering uniquely suited work.
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This document outlines the agenda and content for a one-day workshop on copywriting techniques for influencing, persuading, and selling. The workshop will cover topics such as researching the reader, identifying reader motivations and objections, using tone of voice and power words, and editing for style and readability. The goal is to teach participants how to plan, write, and edit copy that is clear, concise and compelling for the reader.
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The document discusses the writing process and provides guidance on each stage:
1) Prewriting involves brainstorming, freewriting, clustering ideas, and outlining to develop thoughts before writing a draft.
2) In the drafting stage, writers create a rough draft with mistakes allowed.
3) Revising refines the draft by improving content, structure, and thesis through global and local revisions.
4) Editing eliminates grammatical errors and perfects spelling and punctuation.
From Topic to Presentation
This document discusses the writing process from topic selection through revisions. It covers choosing a topic, brainstorming techniques, drafting a zero draft to capture ideas freely before outlining, doing research, getting peer feedback on preliminary drafts, addressing that feedback in revisions by discussing different perspectives, and using online collaboration tools for presentation drafts. The key steps are choosing a topic, brainstorming, writing an initial zero draft, revising with peer input, and completing a presentation draft.
Drew Dondelinger- Revising
- The document discusses how to provide useful feedback when revising one's own or others' work. It provides tips for effective revision.
- The key aspects of revision are stepping away from the work before revising, reading it out loud to hear how it sounds, and revising others' work with the goal of improving it, not just finding errors.
- When revising, the focus should be on making global changes to improve clarity, argument, and effectiveness, rather than just editing for grammar, spelling, or typos. Questions are provided to guide the revision process.
Writing process
The document discusses the writing process and provides guidance on each stage. It outlines the key components of the writing process as pre-writing, while-writing, and post-writing. During pre-writing, writers invent and collect ideas using techniques like free writing, brainstorming, and clustering. They also consider their purpose and audience. While writing involves organizing ideas in an outline and drafting with a clear tone and coherent structure. Post-writing consists of revising for clarity and organization, then proofreading for spelling, punctuation and style consistency. Following each stage systematically can help writers produce high-quality work.
Writing project #1 eng 102 day
This document outlines the assignments for an English 102 course's first writing project. Students are asked to analyze Adam Shepard's book Scratch Beginnings, which describes his experience attempting to achieve the American Dream with only $25. Students must find at least three additional sources discussing one of the issues Shepard raises. They will summarize and compare the perspectives in their sources, and use evidence to persuade readers of their own opinion on the topic. The thesis must make a specific claim, and the paper can organize summaries and responses in different sections.
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The document describes the writing process and its key steps: prewrite, draft, revise, edit, and publish. It explains that prewriting involves planning, researching, and brainstorming ideas. Drafting is writing the initial version. Revising is re-reading and improving the draft by adding, removing, and changing content. Editing focuses on correcting grammar, spelling, and formatting errors. Publishing is finalizing and sharing the completed work. The document provides examples and prompts writers to practice each step by writing a short story.
7.the 5 step writing process
The document outlines a 5-step writing process: 1) Prewriting where the writer chooses a topic, brainstorms ideas, and outlines an organization. 2) Drafting where the writer creates an initial composition organizing all their ideas. 3) Revising where the writer reviews and modifies the draft by rearranging, adding, or deleting content. 4) Editing where the writer proofreads for spelling, grammar, and word choice. 5) Publishing where the final writing is shared with others, which can be done by printing or publishing online. The process is meant to help writers structure their work from initial planning through final presentation.
Writing process 5th grade
The writing process involves four main steps: prewriting, drafting, revising, and editing. [1] Prewriting involves brainstorming ideas and planning. [2] During drafting, the initial writing takes place without worrying about spelling or grammar. [3] Revising improves the writing by getting feedback and making changes. Editing fixes mistakes related to capitalization, grammar, punctuation, and spelling.
Revising
1) The document discusses how to provide useful feedback when revising written work. It recommends allowing time after finishing a draft before revising and reading work out loud to gain perspective.
2) When revising others' work, one should approach it as if it was their own and focus on improving the piece, not just fixing errors.
3) Revising should make the work better by assessing audience, argument, evidence, focus, and clarity, and suggesting changes rather than just editing mechanics. The goal is to help authors strengthen their ideas.
The Writing Process
The document provides an overview of the writing process. It discusses why we write, the key steps in the writing process which include choosing a topic, defining the audience, researching the topic, organizing thoughts, and revising. It also outlines different forms of writing like persuasive, expository, creative, and scientific writing. Tips for structuring writing are also provided such as using an introduction, body paragraphs, and conclusion. The document emphasizes planning, clear purpose, simple language, avoiding redundancy, and proofreading. It concludes with a writing exercise asking the reader to persuade a customer to buy an SUV.
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This document provides guidance on how to effectively participate in group discussions. It begins by explaining the importance of group discussions for developing problem solving skills, understanding topics in depth, and improving interpersonal relationships. It then lists different types of group discussions and things to remember when participating, such as arriving on time, being respectful of others' views, and avoiding repetition. The document also introduces techniques for effective communication during group discussions, like maintaining eye contact and positive body language. Finally, it provides tips for introducing oneself and a P.R.E.P. format for structuring points during discussions.
Writing A Critique
This document provides guidance for writing a critique in 3 steps:
1. Thoroughly read and analyze the work by underlining key words and organizing observations. Consider the author and intended audience.
2. Examine how the author uses pathos, ethos, logos, rhetorical modes, voice, and other elements. Organize points using the VAPID framework of voice, audience, purpose, ideas, and details.
3. Develop a thesis, write a first draft organizing around rhetorical points, and revise the critique using specific examples from the work.
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The document provides tips for effective writing strategies, including generating ideas, organizing writing, and revising and editing. It advises writers to take notes on their topic, search other resources, and ensure they understand the task. Writers should include additional details and supporting ideas, and make sure everything stays on topic. The document also recommends creating a strong introduction and conclusion, ensuring clear transitions between sentences and paragraphs, and using words that suit the audience and topic. Writers should check their work against what was intended, ensure ideas are connected, verify correct verb tense usage, and check for spelling and punctuation errors.
An overview of writing the writing process
This document provides an overview of the writing process. It discusses how writing differs from speaking in being more formal and expressing displacement of space and time. The purpose of writing can be to express oneself, persuade, inform, or entertain. When writing, the audience must be considered, as the content and tone will vary depending on who is being addressed. The writing process involves four key steps - prewriting, drafting, revising, and editing. Prewriting includes brainstorming ideas. Drafting is putting ideas into sentences and paragraphs without worrying about minor errors. Revising focuses on the reader and organization. Editing addresses grammar, mechanics, and spelling to finalize the paper.
Thesis Presentation
There are two main ways to start writing a paper. The first is to begin with a thesis statement that takes a position and then find evidence to support it. The second is to start by brainstorming ideas and evidence and then deriving a thesis statement from that. Neither approach is necessarily better, as different writers may prefer different methods. The document then provides tips for developing a thesis statement or doing brainstorming exercises to start structuring a paper.
The writing process
The document discusses the writing process and describes it as recursive and nonlinear. Writers go through various steps as they write, including prewriting, writing, and revising. Prewriting is described as the most important stage, where writers find topics, collect ideas and information, and do any necessary research. Several prewriting techniques are then outlined, such as brainstorming, outlining, mind mapping, and researching, which writers can use to organize their ideas before beginning the first draft.
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This document provides guidance for answering own word questions on a test. It instructs students to underline relevant information in the passage, then select just enough underlined text to answer the question in their own words while keeping the original meaning and being concise in order to save time. Students are reminded to use their own words instead of directly copying from the text.
Integrating the skills
The document contains advice from various authors on taking action and responsibility for one's actions. It also discusses different language learning techniques, including integrating skills, brainstorming, graphic organizers, and hands-on learning. Specific skills mentioned are reading, writing, speaking, listening, spelling, and pronunciation. Examples given include a writing activity where students chose topics from magazines to write short descriptions or stories, allowing for an integrated approach to language learning.
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This document discusses integrating the four language skills of listening, speaking, reading, and writing. It begins by stating the aims are to be aware of reasons for integrating skills, learn two ways of integrating them, and study implications for teaching. It then presents examples of simple integration within the same medium, like listening and speaking orally. More complex integration involves a series of activities using a variety of skills for communicative language use. The implications of integrated skills teaching are a focus on discourse, adjustments to textbooks, and flexible scheduling. Limitations include neglecting separate skill focuses and challenges designing materials for different student skill levels.
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The document discusses integrated skills approaches to teaching English as a second language. It contrasts integrated skills approaches with traditional segregated skills approaches. Integrated skills approaches view language learning as involving multiple skills together through content-based instruction. Content-based instruction uses themes and activities to link reading, writing, listening and speaking skills. It reflects learners' needs to use language as a means to acquire information rather than just learning language itself. Effective content-based teachers employ varied instructional formats, group work, reading arrangements, define background knowledge and language skills needed, and help students develop coping strategies.
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The document discusses integrating language skills in the classroom. It states that language learning involves acquiring a set of skills, including listening, reading, speaking and writing. It recommends that lessons incorporate meaningful practice of multiple skills and that skills are best learned when integrated, as they are in real life. Two examples are provided of lessons that stage activities focusing on different skills but linked around a common topic, integrating reading, speaking, listening and writing.
Lesson on revision goals & priorities 2.11
The document discusses the importance of revising writing assignments to deepen learning. It emphasizes that revision is difficult but important intellectual work. To improve at revision, students must learn to prioritize what to focus on. The document suggests prioritizing "global concerns" like content and rethinking the central task over "local concerns" like grammar or minor edits. Students should identify strengths in their writing and talk to others throughout the revision process.
BOOK called A Writer’s workbook 3rd edition by BOB BRANNAN20.docx
BOOK called:
A Writer’s workbook 3rd edition by BOB BRANNAN
2010
BRANNAN, B. (2010). A Writer's Workshop: Crafting Paragraphs, Building Essays (3rd ed.). New York, New York : McGraw-Hill Companies.
Chapter one
Practicing the Writing Process
These climbers prepare for their journey by consulting a map. What other steps have they taken to ready themselves? In what ways can you prepare yourself to begin the writing process?
© Andersen Ross/Blend Images/Getty Images
Key Topics
· How do we begin to write?
· After breaking ground—into the writing process
· Steps in the writing process
· Discovering ideas
· Organizing ideas
· Drafting
· Revising
· Editing
· Proofreading
· Diagnostic writing assignments
Linking to Previous Experience : How Do We Begin to Write?
The first step in beginning to write is to think of yourselves as writers—not necessarily easy to do. Many view the act of writing as mysterious and think successful writers have lucked into their talent. But, just like you, accomplished writers have to work hard at their craft. They can be confused at first, uncertain about where their ideas will come from. Often they produce some genuinely bad writing in their early drafts and agonize over the final shape of their words—and what others will think of the work.
Whatever your past experiences with writing, you share in the common experience of everyone who seeks to commit words to paper. When you write, be it a brief paragraph or long essay, you are a writer, with all the hard work, the aggravation, and the satisfaction that come with it.
How do writers get started? To focus your efforts, ask yourself several questions.
Questions to Ask at the Start of a Writing Project
1.
What is my purpose? People write for many reasons, often having several for the same project, although one purpose usually predominates. Primary reasons for writing are to entertain, explain ideas and information, and persuade. There are, of course, other reasons for writing, such as to express emotions or explore ideas.
2.
Who is my audience? Most student writing is done for teachers. However, in “real-world” writing, you need to be able to communicate effectively with different readers, ranging from fairly general audiences to very specific ones. Knowing who your audience is will help you decide what and how much to say.
3.
What, exactly, is the project? Writing out your goals will help you to focus your thoughts. In class your instructor will give you an assignment guide, or you will follow the assignment instructions in the text. Determine what the project calls for: purpose, audience, overall organization, length, and draft due dates.
4.
How can I develop a real interest in the project? Avoid taking a passive attitude, an “I don’t care, whatever” approach; instead, seek a connection with the assignment and topic. Sometimes you will have to write to specific requirements, sometimes not. When a topic is assigned, you can still find some part of i ...
ENGLISH Week 2
The document outlines the five main steps of the writing process: pre-writing, planning and organizing, drafting, revising and editing, and final draft. It provides details about each step. Pre-writing involves brainstorming ideas and choosing a topic. Planning and organizing consists of creating an outline. Drafting is the initial writing stage without worrying about spelling/grammar. Revising and editing focuses on content, organization, and mechanics. The final step is submitting the final draft for grading.
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Writing project #1 eng 102 day
This document outlines the assignments for an English 102 course's first writing project. Students are asked to analyze Adam Shepard's book Scratch Beginnings, which describes his experience attempting to achieve the American Dream with only $25. Students must find at least three additional sources discussing one of the issues Shepard raises. They will summarize and compare the perspectives in their sources, and use evidence to persuade readers of their own opinion on the topic. The thesis must make a specific claim, and the paper can organize summaries and responses in different sections.
The Writing Process
The document describes the writing process and its key steps: prewrite, draft, revise, edit, and publish. It explains that prewriting involves planning, researching, and brainstorming ideas. Drafting is writing the initial version. Revising is re-reading and improving the draft by adding, removing, and changing content. Editing focuses on correcting grammar, spelling, and formatting errors. Publishing is finalizing and sharing the completed work. The document provides examples and prompts writers to practice each step by writing a short story.
7.the 5 step writing process
The document outlines a 5-step writing process: 1) Prewriting where the writer chooses a topic, brainstorms ideas, and outlines an organization. 2) Drafting where the writer creates an initial composition organizing all their ideas. 3) Revising where the writer reviews and modifies the draft by rearranging, adding, or deleting content. 4) Editing where the writer proofreads for spelling, grammar, and word choice. 5) Publishing where the final writing is shared with others, which can be done by printing or publishing online. The process is meant to help writers structure their work from initial planning through final presentation.
Writing process 5th grade
The writing process involves four main steps: prewriting, drafting, revising, and editing. [1] Prewriting involves brainstorming ideas and planning. [2] During drafting, the initial writing takes place without worrying about spelling or grammar. [3] Revising improves the writing by getting feedback and making changes. Editing fixes mistakes related to capitalization, grammar, punctuation, and spelling.
Revising
1) The document discusses how to provide useful feedback when revising written work. It recommends allowing time after finishing a draft before revising and reading work out loud to gain perspective.
2) When revising others' work, one should approach it as if it was their own and focus on improving the piece, not just fixing errors.
3) Revising should make the work better by assessing audience, argument, evidence, focus, and clarity, and suggesting changes rather than just editing mechanics. The goal is to help authors strengthen their ideas.
The Writing Process
The document provides an overview of the writing process. It discusses why we write, the key steps in the writing process which include choosing a topic, defining the audience, researching the topic, organizing thoughts, and revising. It also outlines different forms of writing like persuasive, expository, creative, and scientific writing. Tips for structuring writing are also provided such as using an introduction, body paragraphs, and conclusion. The document emphasizes planning, clear purpose, simple language, avoiding redundancy, and proofreading. It concludes with a writing exercise asking the reader to persuade a customer to buy an SUV.
Philosophy of Good Life
This document provides guidance on how to effectively participate in group discussions. It begins by explaining the importance of group discussions for developing problem solving skills, understanding topics in depth, and improving interpersonal relationships. It then lists different types of group discussions and things to remember when participating, such as arriving on time, being respectful of others' views, and avoiding repetition. The document also introduces techniques for effective communication during group discussions, like maintaining eye contact and positive body language. Finally, it provides tips for introducing oneself and a P.R.E.P. format for structuring points during discussions.
Writing A Critique
This document provides guidance for writing a critique in 3 steps:
1. Thoroughly read and analyze the work by underlining key words and organizing observations. Consider the author and intended audience.
2. Examine how the author uses pathos, ethos, logos, rhetorical modes, voice, and other elements. Organize points using the VAPID framework of voice, audience, purpose, ideas, and details.
3. Develop a thesis, write a first draft organizing around rhetorical points, and revise the critique using specific examples from the work.
How to Write
The document provides tips for effective writing strategies, including generating ideas, organizing writing, and revising and editing. It advises writers to take notes on their topic, search other resources, and ensure they understand the task. Writers should include additional details and supporting ideas, and make sure everything stays on topic. The document also recommends creating a strong introduction and conclusion, ensuring clear transitions between sentences and paragraphs, and using words that suit the audience and topic. Writers should check their work against what was intended, ensure ideas are connected, verify correct verb tense usage, and check for spelling and punctuation errors.
An overview of writing the writing process
This document provides an overview of the writing process. It discusses how writing differs from speaking in being more formal and expressing displacement of space and time. The purpose of writing can be to express oneself, persuade, inform, or entertain. When writing, the audience must be considered, as the content and tone will vary depending on who is being addressed. The writing process involves four key steps - prewriting, drafting, revising, and editing. Prewriting includes brainstorming ideas. Drafting is putting ideas into sentences and paragraphs without worrying about minor errors. Revising focuses on the reader and organization. Editing addresses grammar, mechanics, and spelling to finalize the paper.
Thesis Presentation
There are two main ways to start writing a paper. The first is to begin with a thesis statement that takes a position and then find evidence to support it. The second is to start by brainstorming ideas and evidence and then deriving a thesis statement from that. Neither approach is necessarily better, as different writers may prefer different methods. The document then provides tips for developing a thesis statement or doing brainstorming exercises to start structuring a paper.
The writing process
The document discusses the writing process and describes it as recursive and nonlinear. Writers go through various steps as they write, including prewriting, writing, and revising. Prewriting is described as the most important stage, where writers find topics, collect ideas and information, and do any necessary research. Several prewriting techniques are then outlined, such as brainstorming, outlining, mind mapping, and researching, which writers can use to organize their ideas before beginning the first draft.
Own words questions
This document provides guidance for answering own word questions on a test. It instructs students to underline relevant information in the passage, then select just enough underlined text to answer the question in their own words while keeping the original meaning and being concise in order to save time. Students are reminded to use their own words instead of directly copying from the text.
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Integrating the skills
The document contains advice from various authors on taking action and responsibility for one's actions. It also discusses different language learning techniques, including integrating skills, brainstorming, graphic organizers, and hands-on learning. Specific skills mentioned are reading, writing, speaking, listening, spelling, and pronunciation. Examples given include a writing activity where students chose topics from magazines to write short descriptions or stories, allowing for an integrated approach to language learning.
Integrated Skills
This document discusses integrating the four language skills of listening, speaking, reading, and writing. It begins by stating the aims are to be aware of reasons for integrating skills, learn two ways of integrating them, and study implications for teaching. It then presents examples of simple integration within the same medium, like listening and speaking orally. More complex integration involves a series of activities using a variety of skills for communicative language use. The implications of integrated skills teaching are a focus on discourse, adjustments to textbooks, and flexible scheduling. Limitations include neglecting separate skill focuses and challenges designing materials for different student skill levels.
Ict Integrated Lesson Minimal Pairs
This document outlines an English lesson plan focusing on improving pronunciation and recognition skills through the use of minimal word pairs. The lesson includes motivating students with a video, discussing minimal pairs and how they can help distinguish subtle vowel sound differences, practicing with example minimal pair words, and completing follow up activities identifying their own minimal pairs or using online pronunciation games and word construction exercises. The goal is to help students better recognize English vowel sounds through comparing similar sounding words.
Integrated Skills
The document discusses integrated skills approaches to teaching English as a second language. It contrasts integrated skills approaches with traditional segregated skills approaches. Integrated skills approaches view language learning as involving multiple skills together through content-based instruction. Content-based instruction uses themes and activities to link reading, writing, listening and speaking skills. It reflects learners' needs to use language as a means to acquire information rather than just learning language itself. Effective content-based teachers employ varied instructional formats, group work, reading arrangements, define background knowledge and language skills needed, and help students develop coping strategies.
Integrated skills
The document discusses integrating language skills in the classroom. It states that language learning involves acquiring a set of skills, including listening, reading, speaking and writing. It recommends that lessons incorporate meaningful practice of multiple skills and that skills are best learned when integrated, as they are in real life. Two examples are provided of lessons that stage activities focusing on different skills but linked around a common topic, integrating reading, speaking, listening and writing.
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Lesson on revision goals & priorities 2.11
The document discusses the importance of revising writing assignments to deepen learning. It emphasizes that revision is difficult but important intellectual work. To improve at revision, students must learn to prioritize what to focus on. The document suggests prioritizing "global concerns" like content and rethinking the central task over "local concerns" like grammar or minor edits. Students should identify strengths in their writing and talk to others throughout the revision process.
BOOK called A Writer’s workbook 3rd edition by BOB BRANNAN20.docx
BOOK called:
A Writer’s workbook 3rd edition by BOB BRANNAN
2010
BRANNAN, B. (2010). A Writer's Workshop: Crafting Paragraphs, Building Essays (3rd ed.). New York, New York : McGraw-Hill Companies.
Chapter one
Practicing the Writing Process
These climbers prepare for their journey by consulting a map. What other steps have they taken to ready themselves? In what ways can you prepare yourself to begin the writing process?
© Andersen Ross/Blend Images/Getty Images
Key Topics
· How do we begin to write?
· After breaking ground—into the writing process
· Steps in the writing process
· Discovering ideas
· Organizing ideas
· Drafting
· Revising
· Editing
· Proofreading
· Diagnostic writing assignments
Linking to Previous Experience : How Do We Begin to Write?
The first step in beginning to write is to think of yourselves as writers—not necessarily easy to do. Many view the act of writing as mysterious and think successful writers have lucked into their talent. But, just like you, accomplished writers have to work hard at their craft. They can be confused at first, uncertain about where their ideas will come from. Often they produce some genuinely bad writing in their early drafts and agonize over the final shape of their words—and what others will think of the work.
Whatever your past experiences with writing, you share in the common experience of everyone who seeks to commit words to paper. When you write, be it a brief paragraph or long essay, you are a writer, with all the hard work, the aggravation, and the satisfaction that come with it.
How do writers get started? To focus your efforts, ask yourself several questions.
Questions to Ask at the Start of a Writing Project
1.
What is my purpose? People write for many reasons, often having several for the same project, although one purpose usually predominates. Primary reasons for writing are to entertain, explain ideas and information, and persuade. There are, of course, other reasons for writing, such as to express emotions or explore ideas.
2.
Who is my audience? Most student writing is done for teachers. However, in “real-world” writing, you need to be able to communicate effectively with different readers, ranging from fairly general audiences to very specific ones. Knowing who your audience is will help you decide what and how much to say.
3.
What, exactly, is the project? Writing out your goals will help you to focus your thoughts. In class your instructor will give you an assignment guide, or you will follow the assignment instructions in the text. Determine what the project calls for: purpose, audience, overall organization, length, and draft due dates.
4.
How can I develop a real interest in the project? Avoid taking a passive attitude, an “I don’t care, whatever” approach; instead, seek a connection with the assignment and topic. Sometimes you will have to write to specific requirements, sometimes not. When a topic is assigned, you can still find some part of i ...
ENGLISH Week 2
The document outlines the five main steps of the writing process: pre-writing, planning and organizing, drafting, revising and editing, and final draft. It provides details about each step. Pre-writing involves brainstorming ideas and choosing a topic. Planning and organizing consists of creating an outline. Drafting is the initial writing stage without worrying about spelling/grammar. Revising and editing focuses on content, organization, and mechanics. The final step is submitting the final draft for grading.
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The document outlines the key stages of the writing process: prewriting, outlining, drafting, revising, and editing. It provides details on how to approach each stage, including choosing a topic, determining the audience and purpose, exploring the topic, making an outline, drafting, revising to ensure unity, detail, and coherence, and finally editing for grammar, style, and punctuation. Mastering each stage is essential for strong writing.
Powerpoint3 writing process
The document provides instruction for students on completing notes and assignments related to the writing process. It outlines the key stages of the writing process that students will learn, including pre-writing, drafting, revising, and publishing. Students are directed to complete a writing process notes and assignments worksheet, saving it with their name, and emailing it to their teacher when finished.
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Writing process
- 2. Writing is an exploration. You start from nothing and learn as you go. Edgar Lawrence Doctorow
- 3. Action is greater than writing. A good man is a nobler object of contemplation than a great author there are but two things worth living for : to do what is worth of being written and write what is worthy of being read. Ross Perot
- 8. The product is something tangible that you get after going through a process.
- 16. What is Pre-writing ? As its name implies, prewriting is any writing you do before you start writing. Sound confusing ? It’s not. we all do little bit of thinking before we write. so why not write some of that thinking down ? the fun of pre- writing is that it really doesn’t matter. Pre-writing is a time that you can use to expriment, jot down a few quick ideas, to try out something new without having to try hard, to take little time to gather your thoughts and choose direction before you start drafting.
- 17. Drafting The conventional meaning of the word « Drafting » is , and quote « A preliminary version of a plan, document, a picture » But all that tells you that a draft is something that isn’t finished.
- 18. What is sharing ? sharing your work with other people and get some feedback about how you’re doing. it is better for you to share it several times long before it’s done, so you have the chance to make changes based on that comments you receive. One thing that helps is to focus your audience on something in particular that would like them to respond to.
- 19. What is revising ? The word « revision » literaly means « to see again » This what revising is all about. Having received comments about your pièce during the responding stage, you can better see your writing now from the reader’s point of view. it involves four distinctly different things you often have to do at the same time. 1- Adding things 2- Moving things 3-cutting things 4- leaving things alone.
- 20. What’s editing ? Editing means many things to many people. But here means only one thing : talking care of any problems you have with writing conventions like spelling, punctuation, grammar, and usage. You can make minor changes to the content of your piece. A word here, a phrase there.
- 21. What’s publishing ? The word « Publish » might remind you of another word you know. That word is « public » because that’s what publishing is all about : preparing a piece of writing so that it can be read, understood and enjoyed by the public.
- 22. What’s assessing ? The word « assess » comes from the Latin word « assidere » meaning « to sit beside » the idea here is to see what you have done. How it works: after you have published a piece and let it sit for a while , take it out again and re-read it.