Process Writing and Organization - Hiram College

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Process
Writing:

Teaching
Organization and
Structure

Hiram College WAC


Adapted from
Lindemann
, Tate, Corbett and Myers

Process


A New Skill


“Despite
the fact that most teachers
provided models for
writing [in high
school],
few arranged for students to read
each other's papers and make suggestions
and improvements. Our analysis found
little process writing occurring in
classrooms, in contrast to calls in the
literature for experiences with
brainstorming, revising, and publishing
.”






--

Lisa
Scherff and Carolyn Piazza

Elements of the Writing Process


Prewriting


Translating and processing the prompt


Formulating ideas


Gathering evidence


Writing notes, an outline or a plan


Writing


Developing and fleshing out points in plan


Struggling with problems

composing


Sculpting acceptable form and look


Shaping and Revising


Reworking essay on structural and sentence level


Adding necessary and removing unnecessary elements


Polishing


Not a Stage Model

Prewriting

Writing

Removing
Text

Adding Text

Polishing

Projective Structuring

Projective Structuring requires writers to:


Think of needs of reader


Think of demands and criteria of
assignment


Think of their ideas and responses and
how those responses fit the needs of the
reader and demands of the assignment.


Prewriting


Responding to the Prompt


Brainstorming
and Clustering


Freewriting


Journals


Models


Shaping
Discourse


Discovering Form


Blocking


Getting physical with
the draft


Paragraphing


Traditional Views of the
Paragraph


How
Writers Paragraph


Resources



Lindemann
, Erika.
A Rhetoric for Writing Teachers
. 3
rd

ed.
New York: Oxford UP, 1995. Print.


Perl, Sandra. “Understanding Composing.”
Teaching
Composition

3
rd

ed. New York: Bedford/St. Martin’s, 2008.
Print.


Scherff
, Lisa and Carolyn Piazza. “The More Things Change, the
More They Stay the Same: A Survey of High School Students'
Writing Experiences.”
Research in the Teaching of
English

39
. 3
(Feb., 2005): 271
-
304. Print.