Shared Writing Process Analysis

Within the past eight weeks, I have realized my strengths and weaknesses within the writing process. I have realized that I do not utilize the first step within the writing process of prewriting. However, for the drafting, revising, and polishing steps of the writing process, I am very familiar and use additional resources to strengthen the writing assignment. I create multiple drafts, which includes revising and polishing in each step. Therefore, I use all three of these steps in multiple drafts as I reach the final product for

This entails working on the Seven Steps to Writing Success will be taught twice a week and writing tasks will also be included during literacy groups. Sizzling Starts and recounts will be the focus text in term one. Narrative and creative writing will be taught too and in both cases the emphasis will be on creating strong sentences with good structure. The lesson format for sizzling starts and narrative/creative writing will be explicit teaching to the whole class. My role as a teacher will be to identify the student’s level and provide appropriate feedback to support to move students toward the next level.

What is the Writing process?The writing process is what you will need to go by when writing for essays and future classes.I have included a few tips throughout this template to help you get started. • You will need to identify the components of a basic sentence.• You will need to be able to identify the four most serious writing errors.• Define subject-verb agreement.• Identify common errors in subject-verb agreement.• Recognize regular and irregular verbs• Use regular and irregular verbs correctly in basic sentences.

The first practice I am going to discuss is creating a classroom community of writers. Writing is often ignored, and when it is brought up in the classroom the students view it as a daunting task. Therefore, it is up to the teacher to change this environment into a positive experience. In the article, Writing in the ESL Classroom:

The final step in the approach that the authors present is to include a writing component within a lesson. There is no wrong way to include writing in any classroom. Teachers have to choose what mode of writing best fits each individual student. Again, there is technology available to use with students in order to aid with

The concept of writing across the curriculum (WAC) is a contemporary movement founded on the belief that writing in all content areas improves not only writing skills, but also increases content knowledge. In recent years, pressure from increased rigor on standardized tests and the push toward Common Core has created a shift in education. The days of memorizing and “drill and kill” are over, evolving into an environment where higher order thinking and making connections are standard practice.

Peer-tutoring is a collaborative activity that allows the exchange of knowledge to occur outside of a classroom setting. As a peer tutor, I do my best to establish a safe space where students can share their writing insecurities and self-develop as writers. During my sessions, I focus on establishing a comfortable work environment to encourage meaningful dialogue and allow tutees to articulate their writing needs. By establishing a welcoming work environment, I can engage in meaningful discussion with tutees and familiarize myself with their writing so I can effectively implement a tutoring approach that suits their needs as writers. My tutoring philosophy mainly focuses on gaining familiarity with the tutees writing and personality through

Throughout my Composition 1 course, I participated by composing five writing samples and a writing analysis to go with writing sample. Each writing sample was a different writing style and each writing analysis connects with a practiced skilled used in our writing samples. Also our student learning objective is to communicate effectively.

Message: Kids using the Writing Workshop approach learn and refine specific skills they apply during independent workshop time. When teaching to support and develop independent writers, we want kids to build enduring connections that they can apply when they write…beyond the workshop.  We want them to own understandings of conventions and the potential of written text and use their skills when writing to communicate and think. Self-selected and self-driven writing opportunities create the space for this sort of application. Research shows that skills taught, practiced, and tested in

To succeed as a writer in college, one must spend time and time and time practicing. We must develop the quality of our thoughts. The writer of these chapters assigned to us states that we, as humans, mainly think in language. Logically, then, we must broaden our knowledge and understanding of our language. Constant inquisitive reading, persistent writing, and human interaction all nurture our linguistic growth. These elements make collaborative writing groups perfect for developing our thinking and language skills.

The article entitled, “Writing Partnerships”, is incredibly insightful when it comes to informing teachers about a revolutionary idea revolved around writing workshop. This idea proposes that teachers assign each student a writing partner and they work together to encourage each other in the writing process. By having students participate in such a way, allows the teacher to walk around and monitor the writing process without being bombarded with thousands of questions that students have about their individual writing pieces; that’s what the writing partner is for. The article talks about the different ways that this can be conducted, such as teachers could pair students together of opposite gender, teachers could pair students up based upon

Because communicating effectively in writing is so critical, we want our students to have the skills necessary to express one’s ideas in writing. To address this need, PRA has included two major improvement strategies around writing on the Universal Improvement Plan (UIP). Our first improvement strategy states that educators will provide consistent and effective writing instruction using innovative, relevant, and engaging strategies. Our second improvement strategy explains that teachers will score student writing using common rubrics associated with established curriculum, both independently and collaboratively. The improvement strategies were written to specifically address the vetted root causes-- Lack of student engagement and effort were identified as causes for lack of growth in writing. A common language for teaching writing across the curriculum and over many grades will address this

In chapter nine of their book, Content Area Reading: Literacy and Learning Across the Curriculum, Vacca et al. (2014, pp. 280-307) discuss strategies that encourage writing across the curriculum. Throughout the chapter, the authors present numerous instructional practices and strategies that can be applied by educators to facilitate writing in their classrooms. As I read through this chapter, I was surprised by how mathematics could be applied to these strategies, a learned new information, and was surprised at times. Overall, this chapter offers a plethora of information to up and coming educators, and gives insight into how writing can be implemented into their content areas.

Writer’s Workshop opens with some type of demonstration of writing that provides group instruction in the form of a mini lesson that takes about 10-15 minutes. As the whole group meeting comes to an end and children are moving on to their writing time, some

I believe using the “shared writing text” in a student notebook will be part of my classroom daily duties for students. Using this notebook we will be able to track the students reading and writing progression through the year. It is another way for us to maintain constant contact with each other so if there is negative or positive issue we can handle it immediately.