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Effective Prewriting Strategies for Writing Success

Learn the essential stages of the prewriting process to enhance your writing skills. Discover various activities and techniques for generating and organizing ideas effectively. Master the art of choosing topics, considering audience and form, and utilizing graphic organizers. Enhance your writing preparation with these valuable strategies.

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Effective Prewriting Strategies for Writing Success

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  1. The Writing Process:Prewriting & Beyond Tonja L. Root, Ed.D. Early Childhood & Reading Education Valdosta State University Valdosta, GA 31698 troot@valdosta.edu

  2. The Writing Process • It is a process. • It is not linear. • It is recursive. • Discuss stages to communicate the process. Root, VSU

  3. Stage 1: Prewriting • It is the getting-ready to write stage. • Up to 70% of writing time needs to be spent in prewriting. • Students learn about the structure of narratives, informational forms, poetry, letters, and other written language forms. Root, VSU

  4. Stage 1: PrewritingChoosing a Topic • Ss. need to take responsibility for choosing their own topics for writing. • Ts. should not supply topics for students -- "writing welfare" (Graves, 1976). • Specify writing form and function (i.e., share what you have learned about ...), but have Ss. choose their own specific content. Root, VSU

  5. Stage 1: PrewritingConsidering the Function • to satisfy personal needs & get things done (instrumental) • to control other’s behavior (regulatory) • to tell about themselves (personal) • to get along with others (interactional) • to learn & find out (heuristic) • to pretend & make believe (imaginative) • to communicate information to others (informative) Root, VSU

  6. Stage 1: PrewritingConsidering the Audience • Students may write for themselves or for others. • Writing for others requires students to adapt their writing to fit their audience. Root, VSU

  7. Stage 1: PrewritingConsidering the Form • narrative • giving directions • compare & contrast • letter • poem • learning log Root, VSU

  8. Stage 1: PrewritingTeacher’s Roles • Allow Ss. to participate in decisions about: • function or purpose • audience • form • specific topic • Provide a variety of idea-gathering activities (rehearsal & background). • Model prewriting strategy by showing your own. Root, VSU

  9. Stage 1: PrewritingTeacher’s Roles • Work on the class collaboration prewriting strategy: • (1) Take Ss. dictation to record/ model the prewriting strategy that you want Ss. to use when they do their own prewriting. • (2) Show Ss. comparisons & contrasts with yours. Root, VSU

  10. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing: All Begin with a Drawing • For a class writing on a specific topic: • (1) Ss. individually draw detailed pictures about the same topic. • (2) Ss. individually make lists of words related to their pictures. • (3) Class compiles a list of all of the Ss. words. • (4) Ss. individually write stories relating to their own pictures & using any words. Root, VSU

  11. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing: Observation Books • (1) T. supplies sketch books called, “Observation Books.” • (2) T. assigns 2-4 drawings/week to be done in sketch books with list of words at edge of drawings. • (3) S. completes assignment using pictures & words as a reference for writing. Root, VSU

  12. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing: Definitions • (1) S. draws a picture of the definition of the word. • (2) S. writes a sentence using the word. Root, VSU

  13. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing: I Can’t Think of a Story • (1) S. divides paper into sections. • (2) S. draws a picture in each section. • (3) T. asks S. questions about picture. • (4) S. writes paragraph about each picture. • (5) S. adds ideas and details to pictures & writing. Root, VSU

  14. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing:Drawing Picture Together • For Ss. lacking confidence in drawing & writing, Ss. draw & write together. • (1) T. draws simple face on the paper. • (2) T. asks Ss., “Who could this be?” • (3) Ss. draw the rest of the person. • (4) T. asks Ss. questions: Where is --? Is -- alone? What is -- doing? What time of year is it? How old is --? • (5) Ss. finish picture with details. • (6) Ss. translate picture into a written story. Root, VSU

  15. Stage 1: Prewriting: Activities for Generating & Organizing Ideas: Drawing:Character &/or Setting • (1) S. divides paper into half. • (2) S. draws picture of person, animal, or place to become part of a story. • (3) T. tells S. to list words that come to mind on other half of paper (while writing). • (4) S. writes about that person/animal, or setting drawn. • (5) S. adds details & ideas to drawing & writing. Root, VSU

  16. Stage 1: Prewriting: Using Graphic Organizers to Organize Ideas: Purposes • (1) to plan writing using words and/or phrases rather than complete sentences • (2) to plan writing in sequenced steps and/or in precise locations on the organizer • (3) to see the content of writing as a whole Root, VSU

  17. Stage 1: Prewriting: Using Graphic Organizers to Organize Ideas: Purposes • (4) to see interrelationships among the content of the writing • (5) to see where additional planning is needed • (6) to see the structure of written language forms Root, VSU

  18. Stage 1: Prewriting: Using Graphic Organizers to Organize Ideas: Types • (1) story maps • (2) compare & contrast organizers • (3) sequence organizers • (4) specific topic organizersShow examples of visual organizers. Root, VSU

  19. Your turn to plan prewriting • Choose a general topic in a subject area. • Determine the function. • Choose an audience. • Decide upon the form. • Develop / choose a graphic organizer or drawing strategy. • Develop your model of the graphic organizer or drawing strategy. • Plan when you are going to teach lessons. Root, VSU

  20. Stage 2: Drafting • Label drafts "Rough Draft" or “Sloppy Copy” to prevent Ss. from thinking they can make this the final copy. • Have Ss. skip every other line to leave space for making revisions. Root, VSU

  21. Stage 2: Drafting • Emphasize getting down the content of writing. • Do not emphasize correct spelling & neatness. • Provide support, encouragement, & feedback for ideas and problems. Root, VSU

  22. Stage 2: Drafting Teacher’s Roles • Provide support & encouragement. • Model drafting: Take your prewriting strategy & show Ss. how to convert ideas into sentences. • Do not emphasize spelling & neatness. • Do not supply spelling. Root, VSU

  23. Stage 2: Drafting Teacher’s Roles Work on class collaboration composition: • (1) Post the prewriting class collaboration strategy (drawing, graphic organizer) completed during prewriting stage. • (2) Transcribe (take) the Ss. dictation using the prewriting strategy for ideas. Root, VSU

  24. Stage 2: Drafting Teacher’s Roles • Conference with Ss.: “Tell me what you are writing about. That’s interesting. Have you included that? Where could you add it to your writing?” • Show Ss. how to add this into their drafts without rewriting. (This is really part of revision.) Root, VSU

  25. Your turn to plan drafting • Develop a draft from your prewriting strategy. • Plan when you will have your students write drafts from their prewriting strategy (graphic organizer or drawing strategy). Root, VSU

  26. Stage 3: RevisingHave Students Reread their own Drafts • Reread the draft after 1-2 days. • Make notes, questions, changes as needed. • Refine ideas. • Anticipate/meet the needs of readers through changing, adding, deleting, & rearranging content. Root, VSU

  27. Stage 3: Revising: Activities for Generating & Organizing Ideas: Drawing: Sentence Building • For Ss. who need to develop descriptive sentences, work in pairs with each approving new sentence before it is written: • (1) Ss. draws with one color of pencil. • (2) Ss. write short sentence that describes drawing. • (3) Ss. add to drawing with a second color of pencil. • (4) Ss. revise sentence to incorporate new picture. Root, VSU

  28. Stage 3: Revising: Activities for Generating & Organizing Ideas: Drawing:Selective Expansion • For Ss. who write long/complex stories without expanding significant part: • (1) S. writes long/complex story without expanding significant part. • (2) T. brackets this part of the story. • (3) S. draws picture of this part of the story. • (4) T. asks questions to help S. translate meaning from the picture to words. Root, VSU

  29. Stage 3: Revising: Activities for Generating & Organizing Ideas: Drawing:The Too-Short Story • For Ss.who write too short of stories: • (1) S. writes short story. • (2) S. divides paper into sections. • (3) S. writes key phrase or sentence from story at the bottom of each section. • (4) S. draws a picture in each with as much detail as possible. • (5) S. could list descriptive words while drawing. Root, VSU

  30. Stage 3: RevisingTeacher’s Roles • Work on class collaboration draft by modeling writing group procedure: • (1) Post class collaboration draft. • (2) Read draft aloud. • (3) Ask for compliments. • (4) Ask questions. Get suggestions. • (5) Add, delete, rearrange, change content based on feedback. Root, VSU

  31. Stage 3: RevisingHave Students Meet in Writing Groups • 1. Functions of Writing Groups • to offer writer choices • to give writer responses, feelings, and thoughts • to show different possibilities • to speed up revising Root, VSU

  32. Stage 3: RevisingHave Students Meet in Writing Groups • 2. Formation of Writing Groups • Spontaneously: S. shares writing through use of author's chair. • Formal: Ss. assigned & T. participates; group leader changes regularly. Root, VSU

  33. Stage 3: RevisingHave Students Meet in Writing Groups 3. Procedure for Writing Groups • (a) Author reads composition aloud to group. • (b) Listeners offer compliments: T. models appropriate responses. • (c) Author asks questions about trouble-spots. Root, VSU

  34. Stage 3: RevisingHave Students Meet in Writing Groups Procedure for Writing Groups (cont.) • (d) Listeners offer suggestions about how to revise. • (e) Repeat the process for all in the group. • (f) Authors plan for revision: Each makes a commitment to revise based on comments & suggestions. Root, VSU

  35. Stage 3: RevisingTeacher’s Roles • Model revising on your draft following the writing group procedure. • Be a reader & reactor. • Participate in writing groups & conferences. • Model appropriate responses during writing groups. Root, VSU

  36. Your turn to plan revising • Revise your draft using a transparency over your draft, so you still have your original draft. • Plan when you will have your students revise their drafts. Root, VSU

  37. Stage 4: Editing • A. Getting Distance • Have Ss. set writing aside for several days. • This allows them to see it fresh without being able to read what is not there. Root, VSU

  38. Stage 4: Editing • B.Proofreading • Requires word-by-word reading & attention to form: letters, spelling, capital letters, punctuation marks. • T. explains differences between regular reading & proofreading. • Teach proofreading marks. Root, VSU

  39. Stage 4: Editing Proofreading (cont.) • Use editing checklists to help Ss. learn to locate & correct mechanical errors. • Focus on particular categories of errors: Teach 5-10 min. mini-lessons. • Do not expect Ss. to locate & correct every error. • During T. conference, student (not T.) makes final editing changes. Root, VSU

  40. Stage 4: EditingTeacher’s Roles • Allow 2-3 days after revising. • Focus on particular categories of errors. • Provide editing checklists. • Model editing using your revised draft. Root, VSU

  41. Stage 4: EditingTeacher’s Roles • Work on class composition revised draft: • (1) Post the revised draft & editing checklist. • (2) Take Ss. suggestions for editing revised draft (shared pen technique). Root, VSU

  42. Stage 4: EditingTeacher’s Roles • Model peer editing: Writer makes corrections on his/her own paper while peer editor makes suggestions. • Do not expect Ss. to locate & correct every error. • Provide time for editing conferences. Root, VSU

  43. Your turn to plan editing • Edit your revised draft using a transparency over your draft, so you still have your original revised draft. • Plan when you will have your students edit their drafts. • Develop an editing checklist to have your students use as they edit. Use the QCC Standards and/or other curriculum materials. Root, VSU

  44. Stage 5: Publishing/Sharing • Put the piece in final written form. • Rewrite the piece (if developmentally appropriate) applying handwriting skills. • Add visuals as appropriate. Root, VSU

  45. Stage 5: Publishing/Sharing • Share finished piece with appropriate audience. • Writing is meant to be read by readers. • Writing may also be shared by writer reading the piece. Root, VSU

  46. Stage 5: Publishing/SharingTeacher’s Roles • Model publishing/sharing your own edited piece. • Provide appropriate materials for publishing. • Provide place for sharing published pieces. • Provided time to share published pieces. Root, VSU

  47. Stage 5: Publishing/SharingTeacher’s Roles • Finish class collaboration edited piece: • (1) Post edited piece. • (2) Write piece in final form with Ss. assisting as appropriate. • (3) Add visuals as appropriate. • (4) Display in appropriate location. Root, VSU

  48. Your turn to plan publishing / sharing • Publish your edited draft, incorporating corrections & illustrations as appropriate. • Plan when you will have students publish. • Plan when you will have your students share. • Decide where you will place the published pieces. Root, VSU

  49. Assessing Writing: Rubrics • Differentiate levels of student performance on a task or process. • Inform teacher and students about evaluation criteria. • Assign a score for each attribute separately and individually. • Give students diagnostic feedback individually. Root, VSU

  50. Assessing Writing: Rubrics • Convey teacher’s expectations for students’ work. • Help teachers clarify what they want from students. • All students to identify qualities of excellent work. • Help students monitor own performance. • Help teachers justify or validate grade. Root, VSU

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