02 One Writer's Process

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One Writer's Process Opening Page

Start-Up Activity

“One Writer’s Process” shows students how much time and effort are required to produce a quality piece of writing. So we recommend that you introduce this chapter early on and that you revisit it at different points during the school year.

Display these quotations and have a volunteer explain what each one has to do with writing.

  • “You can’t wait for inspiration. You have to go after it with a club.” —Jack London
  • “Unfortunately, you learn from your mistakes. Unless you’re a genius I don’t see how you could do it right the first time.” —Lloyd Alexander
  • “The real work comes in the rewriting stage.” —Virginia Hamilton

Then read aloud and discuss the introduction to the chapter. Ask for volunteers to share their thoughts about their writing habits: Are they quick or thorough planners? Do they try to get everything right in one draft? Do they have a hard time changing parts of their writing?

Think About It

“What is written without effort is in general read without pleasure.”

—Dr. Samuel Johnson

Page 008 from Write on Course 20-20

Prewriting—Selecting and Gathering

Review with students the information on “Selecting a Topic” and “Gathering Details.” During your discussion of “Selecting a Topic,” ask students to use the PAST strategy to identify the main features of Sayde’s writing assignment.

  • Purpose: To inform (and to entertain)
  • Audience: Students, parents, and community members
  • Subject: Lamont Polk’s school bus experience
  • Type: Feature story

Have students review Sayde’s style of notetaking: using abbreviations, dashes, indents, bulleted list, word-for-word quotation, etc.

Also present this quotation for students to consider: “Thorough prewriting makes the rest of the writing process go more smoothly.”

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Page 009 from Write on Course 20-20

Conducting Interviews and Creating a 5 W’s Chart  

Have a volunteer define or explain the term interview. Ask students if they have ever interviewed someone and to share the circumstances. Then review both parts of this page. Point out that to a journalist gathering the 5 W’s for a story is essential. Once journalists answer the basic 5 W's, they can continue gathering more information as needed. Students can follow a similar strategy for learning about their own writing topics. For practice asking and answering the 5 W's, assign the related minilesson.

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Writing—Developing a First Draft

Have volunteers read aloud Sayde’s first draft on pages 10–11. Ask students to identify the 5 W’s in the article. Then have them list three things they like about the draft and two or three things that they would change or have questions about. One student may like how the writer introduces the topic. Another student may want to know more details about the accident. Discuss your students’ ideas. Plus, be sure to review the side notes.

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Revising—Improving Your Writing

Review the first page of “Improving Your Writing.” Pay special attention to Sayde’s comments about her first draft. Compare her comments to your students’ comments from pages 10–11. Point out the importance of peer responding. (Refer to pages 55–58 during this discussion.) Also refer students to the editing marks on the inside back cover and then discuss how Sayde uses these marks in her revising. Expect students to use these marks in their own writing.

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Revising—Improving Your Writing (Continued)

Review the second page of the sample revisions. Point out the specific revisions in the side notes. Ask students if they have ever made similar types of revisions to their own writing.

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Editing—Checking for Conventions

Review Sayde’s editing on page 14. Again, note Sayde’s use of the editing marks. Ask students why Sayde is so careful to make sure that her writing is clear and accurate. (Example response: She is writing to a newspaper so she has a responsibility to provide error-free writing.) Point out to students that all writers have a trusted editor check their writing for errors, so they should as well.  

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Publishing—Sharing Your Writing

When you discuss Sayde’s finished product, point out that she follows the format requirements for her newspaper. Refer student to pages 67–69 in the handbook for information about formatting final copies. Then discuss “Points to Remember,” which summarizes three keys to developing strong writing.

Special Challenge: Have students complete a Venn diagram, labeling one circle “My Process,” labeling another circle “Sayde’s Process,” and labeling where the circles overlap “Similarities.” Ask for a few volunteers to share their comparisons. As a follow up, have students write a paragraph about their personal process of writing.

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