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10-2-W-1

Page history last edited by Danielle Calvin 5 years, 6 months ago

 

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

 

WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. 
10.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

Student Actions 

Teacher Actions 

  • Students will identify the purpose and the audience of the current writing task.
  • Teachers use exemplar texts to show how authors write for a specific purpose and a specific audience.
  • Teachers provide students opportunities to write for multiple purposes and audiences.
  • Students will practice the writing process: prewriting, drafting, revising, editing, and publishing.
  • Teachers provide multiple opportunities for students to engage in the writing process (or parts of it) for informal and formal writing.
  • Teachers demonstrate multiple prewriting strategies.
  • Teachers provide opportunities to draft.
  • Teachers provide strategies for how to proofread and edit.
  • Teachers allow time and opportunities for students to rework their edited texts.
  • Teachers design writing tasks that include real-world audiences for students to publish their work.
  • Teachers provide students with rubrics, organizational templates, and/or other resources to help students plan writing.
  • Students will write with clarity, including thesis statements, topic sentences, and transitions.
  • Teachers provide multiple opportunities for students to receive feedback.
  • Teachers model writing effective thesis statements and topic sentences.
  • Teachers provide opportunities for editing to ensure transitions are effective.
  • Students will repeat steps of the writing process as necessary to improve their work.
  • Teachers require multiple drafts of some works.
  • Teachers allow sufficient time for students to work through the writing process.
  • Teachers guide students to resources to improve their writing.

Supporting Resources 

Teacher Insights 

OWL Purdue: Breaking Down Thesis Statements/Constructing Thesis Statements (website)

OWL Purdue: Comprehensive List of Transitions (website)

Graphic Organizers (website)

KU Writing Center: List of Pre-Writing Activities (pdf)

The Writing Center at the University of Wisconsin: List of Transitions (website)

LCD's Task Templates for Writing Assignments(website)

ReadWriteThink: Interactive Resources  (website)

 

 
  • The writing process is not and should never be linear. While teachers should scaffold appropriate practices and troubleshoot for each part of the recursive writing process, it is, as its name states, recursive and can be repeated and repealed as necessary for the writer.

    • The fifth stage of the writing process is publishing. Students should present their final draft in the best way possible and have the opportunity to share and celebrate their writing with others.

  • Purpose and audience vary from writing task to writing task; students should not be writing “for their teacher” or “for the grade.”

  • Purpose of a text can be singular or multifaceted.

    • Purpose ranges from entertainment, information, and persuasion.

    • Because purpose differs, format and language will be different depending on which purpose is chosen.

    • The audience of a written text refers to the people or platform for/on which the writing will be.

    • The audience determines the formality of language used as well as the length and content.

  • Audience and purpose drive the focus and organization of a composition. The example below involves two pieces on the same topic texting and driving for different audiences and purposes.

    • Written for legislature

      • Purpose: to persuade legislators to take action

      • Audience: legislators, so a formal and organized tone, as well as specific and concrete evidence, will be needed

    • Written for teenage drivers

      • Purpose: to inform of the pain and suffering of victims of distracted driving accidents

      • Audience: peers, so informal tone and perhaps even a shorter length with more appeals to emotion may be necessary

  • Publishing can be done simply and informally through sharing and posting work within the classroom, to elaborately and globally online or to other schools. Publishing is important because it showcases a student’s writing not only to the teacher but to the intended audience as well.

  • Characteristics of an organized essay should include a thesis statement, topic sentences, and transitions between ideas and paragraphs.

  • A thesis statement is not the same as topic sentences. A thesis statement is a driving statement, usually at the beginning of an essay, that gives a goal for topics and evidence to be elaborated upon within a text.

    • OWL Purdue breaks down the differences between analytical, expository, and argumentative thesis statements.

  • A focused essay has a clear thesis (stated or implied) and remains on topic throughout the entire piece.

  • Coherence involves organizing writing in a logical order that is easy for readers to understand.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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