Writing Process Writing is a process that involves at least four distinct steps: prewriting, drafting, revising, and editing. It is known as a recursive process. Prewriting is anything you do before you write a draft of your document and it is the planning phase. It includes thinking, taking notes, talking to others, brainstorming, outlining, and gathering information. Drafting occurs when you put your ideas into sentences and paragraphs. Here you concentrate upon explaining and supporting your ideas fully. The first five traits are essential for effective revision of content are Ideas, Organization, Voice, Word Choice, and Sentence Fluency. While you are revising, you might have to return to the prewriting step to develop and expand your …show more content…
Not only does a writing process include an intro, thesis, evidence etc. it also conveys my emotions, knowledge and personal beliefs. When starting to write my body paragraphs, I think about quality not quantity. Once I start my writing flow and formulate a rough draft, start to convey my personality. When writing a conclusion I paraphrase everything I wrote in the beginning and conclude all my thoughts. My writing process consists of my personality, how I write, and how I want it to be. In the end I start the official writing process and start to put everything in order. After researching about the writing process being taught in our education, an article came across that asks the real question and the point of this essay, “Can Students Benefit From Process …show more content…
Similarly, average writing ability is higher among students whose teachers emphasize more than one process writing strategy. The 1992 NAEP assessment offered direct evidence that use of pre-writing activities is associated with the highest average proficiency scores. There is some conflicting evidence, however. The writing proficiency of students who reported their teachers always encourage various pre-writing activities (table 1) obtained higher scores than other students. Yet, on the 1992 NAEP assessment, students who actually used unrelated notes or drawings, wrote different versions, or wrote first drafts performed about the same as those who did no pre-writing. Only those who used lists or outlines, or diagrams, outperformed those who showed no evidence of pre-writing. Perhaps students* actual practice in a test situation does not always conform to what is taught, especially in response to time pressure or low motivation (the NAEP has no individual consequences for the
Putting revision into context, Harris begins by addressing the 3 stages of writing: drafting, revising, and editing (Harris 443). To best exemplify the drafting process, Harris uses an excerpt from Stephen King’s book, Misery, to extract three tips that aid in formulating a draft: seize hold of any passing ideas, utilize patience and boredom for coming up with ideas, and work through writer's blocks rather than rely on sudden inspiration (Harris 444).
The writing process is always taught as a set way of doing things when, in fact, it is a process that requires personal methods that work for each individual person. It is a necessary lesson to teach in school but there should not be so much emphasis on following the exact way that is taught. It is a contrived process that was probably created by a group of scholars who didn’t even follow these exact rules. If anything, they all did variations of the ideas and then met in the middle with what should be taught. I am in no way saying that the guidelines are wrong but they need to be exactly that, guidelines, instead of a rut that students get stuck in.
My relationship with writing has been much like roller coaster.Some experiences I had no control over. Other experiences were more influential. Ultimately it wasn’t until I started reading not because I had to read but because I wanted to, that's when my relationship reached change. I would have probably never cared about writing as I do today if it weren't for the critics in my family. When I was a child, my aunts and uncles always been in competition with who's child is better in school. I have always hated reading and writing because of the pressure to prove my family wrong was overwhelming for me. I had to prove them wrong and show them that I was capable of being "smart" which according to them was getting straight A's in all your classes.
Writing is a process I’ve grown to despise. Ever since grade school, I’ve had problems trying to express my ideas on paper. My writing process involves thinking about what’s being asked and trying to reflect my thoughts the best way I can on paper, but my thoughts don’t always come out as clear as I want them to be sometimes leaving a question not fully answered. My writing process isn’t a consistent set in stone process, but since being in ENC 1101 I always follow some of the same parameters such as revising my drafts, grammar usage and considering context and audience.
There are various ways writers can evaluate their techniques applied in writing. The genre of writing about writing can be approached in various ways – from a process paper to sharing personal experience. The elements that go into this specific genre include answers to the five most important questions who, what, where, and why they write. Anne Lamott, Junot Diaz, Kent Haruf, and Susan Sontag discuss these ideas in their individual investigations. These authors create different experiences for the reader, but these same themes emerge: fears of failing, personal feelings toward writing, and most importantly personal insight on the importance of writing and what works and does not work in their writing procedures.
Authors Mayher, Lester and Pradl (1983) in their book titled, Learning to Write, Writing to Learn describe writing as a two goal endeavor. First, the only way one can learn to write is by writing. Second, “writing can be a means for learning.” The authors’ views of both goals of writing are not traditional views. Writing serves as an “engaging transaction through which the learner makes her own connections and builds her own meaning.” The addition of the writing standards for science from the Common Core standards mirrors the goals of Mayhner, Lester and Pradl (1983). Writing within the science curriculum allows students to make meaning and learning their own.
Anyone who is doing any type of writing piece has a process. They may not know it but it is there and it exists. It is one’s approach to their piece and how they go about accomplishing it. It has to do with how you write it, how many drafts you do, as well as your revision process if you even have one. My writing process however has room for improvement. A summation of my writing process consist of heavy planning, one draft, and little revisions. Anne Lamott, Shirley Rose, and Kathleen Yancey all drew attention to major points through their writing pieces that support and dispute my writing process. Through their pieces they have found a way to inspire, inform, and entertain me all at the same time while passing along great information that
Writing can be a very difficult process for those who do not know how to go about constructing
I am sitting in my bed, thinking about my process of writing as I am trying to go through it. It seems the more I think about it, the less I understand it. When I am writing, I don’t think. Which I know, sounds bad. But, I spend every single moment of every single day over thinking, over analyzing, and over assuming every aspect of my life. When I’m writing, I’m free from that for just a little bit. Until of course, my hands stop typing or the pencil (no pens- never pens) stops moving, then I’m right back on the carousel that is my brain. Heidi Estrem says, “...writers use writing to generate knowledge that they didn’t have before.” (Writing is a Knowledge-Making Activity 18). I believe my ability to write without an exact destination
Encouraging writing, Methuen & Co. Ltd, London, U.K. Ferneaux, C. Process writing, http://www.rdg.ac.uk/AcaDepts/cl/slals/process.htm (26.11.01) Writing Development, http://www.english.uiuc.edu/405/Witt/Writing_Project/writing_development.htm (26.11.01)
Despite the fact that, as Shakespeare said, "the pen is mightier than the sword," the pen itself is not enough to make an effective writer. Everyone writes differently, whether it’s with the way they punctuate, the way they take notes, their word choice, or just simply by their tone. Professional writes from all over that write about how to write must know something about it. In the four essays that we read as a class, they explained prewriting and planning, drafting, revising and editing (P.D.R.E), and how it is a good format for writers to follow when writing an essay.
I am not the kind of person who talks or writes much. Putting my thoughts on papers is something I have always struggled with doing. I believe this class will help me improve on transferring my thoughts to paper, in an organized fashion. I look forward to becoming a better writer because of this class.
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of “writing down” on the one end, to the more complex act of composing on the other end (Omaggio Hadley, 1993). It is undoubtedly the act of
Kellogg, Ronald T. “Competition for Working Memory among Writing Processes” The American Journal of Psychology Vol. 114, No. 2 (Summer, 2001), pp. 175-191
... writing means. Writing is thus not what the writer does after he has thought but writing is thinking itself. The process of revision involves the writer cutting, re-ordering, adding, or even starting over the writing.