Process-Product Approach to Writing:
This strategy guide explains the writing process and offers practical methods for applying it in your classroom to help students become proficient writers. In using the writing process, your students will be able to break writing into manageable chunks and focus on producing quality material.
The final stage, publishing, ensures that students have an audience. Students can even coach each other Process approach to teaching writing various stages of the process for further emphasis on audience and greater collaboration during editing.
Studies show that students who learn the writing process score better on state writing tests than those who receive only specific instruction in the skills assessed on the test. This type of authentic writing produces lifelong learners and allows students to apply their writing skills to all subjects.
The writing process takes these elements into account by allowing students to plan their writing and create a publishable, final draft of their work of which they can be proud. You can help your students think carefully about each stage of their writing by guiding them through the writing process repeatedly throughout the year and across various content areas.
This process can be used in all areas of the curriculum and provides an excellent way to connect instruction with state writing standards.
The revision stage of the writing process is followed by the editing stage, which is the writing stage after revision, during which grammar and spelling are corrected. Many people confuse revision. This approach shifts the teachers’ attention from students’ written work to students’writing process which is viewed as a recursive process. In the process of composition, students’ thoughts move back and forth and interact with the language to generate and modify ideas. Oct 03, · Nevertheless, the process approach is widely accepted and utilized because it allows students to understand the steps involved in writing, and it recognizes that what learners bring to the writing classroom contributes to the development of the writing skill (Badger and White ).
The following are ways to implement each step of the writing process: For kindergarten students, scribbling and invented spelling are legitimate stages of writing development; the role of drawing as a prewriting tool becomes progressively less important as writers develop.
Have young students engage in whole-class brainstorming to decide topics on which to write. Online graphic organizers might help upper elementary students to organize their ideas for specific writing genres during the prewriting stage.
Confer with students individually as they write, offering praise and suggestions while observing areas with which students might be struggling and which might warrant separate conference time or minilessons.
You can model reading your own writing and do a think aloud about how you could add more details and make it clearer. Teach students to reread their own work more than once as they think about whether it really conveys what they want to their reader.
Reading their work aloud to classmates and other adults helps them to understand what revisions are needed. Your ELLs will develop greater language proficiency as they collaborate with their peers when revising.
The ReadWriteThink Printing Press tool is useful for creating newspapers, brochures, flyers and booklets. Having an authentic audience beyond the classroom gives student writing more importance and helps students to see a direct connection between their lives and their literacy development. Rubrics help to make expectations and grading procedures clear, and provide a formative assessment to guide and improve your instruction.
The Sample Writing Rubricfor example, can be used for upper elementary students. As you work with your students to implement the writing process, they will begin to master writing and take it into all aspects of life.
The Peer Edit with Perfection! PowerPoint Tutorial is a useful tool to teach students how to peer review and edit. You can also have students can edit their own work using a checklist, such as the Editing Checklist.
Editing is when students have already revised content but need to correct mistakes in terms of spelling, grammar, sentence structure, punctuation, and word choice.
Use minilessons, small-group lessons, or individual conferencing if necessary to make sure that students have made thoughtful changes to their writing content before moving on to the final draft.The process approach treats all writing as a creative act which requires time and positive feedback to be done well.
In process writing, the teacher moves away from being someone who sets students a writing topic and receives the finished product for correction without any intervention in the writing process itself.
The Writing Process As with most teaching and learning techniques, it is important to stress consistency in the writing process. Establishing a structured approach that is used for every assigned paper is one way to create independent writers and ensure generalization of writing skills.
A typical writing process consists of steps. The writing process approach rests on the premise that writing is a complex and individualized task which can be described through a series of recursive stages.
These stages, commonly including pre-writing, writing, editing and revision, and the concepts of craft within them, can be modeled and taught to .
the effects of the process-genre approach to writing instruction on the expository essays of esl students in a malaysian secondary school by.
Referred to as "reading-writing" classrooms, the ideas and teaching strategies utilized in a process approach are also proving to be highly effective in teaching braille writing. PRACTICE: In general, the process approach includes less rote skill-development exercises from reading, spelling, grammar and handwriting workbooks and more emphasis.
investigates the effects of the Process Writing Approach in teaching writing to children with writing difficulties, ELLs, and students with learning disabilities in Chapter 2 and in chapter 3 I revise the use of visuals in writing instruction.