02 One Writer&#039;s Process

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Writing Process Prewriting

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Page 009 from Write on Course 20-20

Conducting Interviews

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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Prewriting Writing Process

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Page 010 from Write on Course 20-20

Writing—Developing a First Draft

Have volunteers read aloud the 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. Discuss your students’ ideas. Plus, be sure to review the side notes.

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Writing Writing Process Reading

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Page 012 from Write on Course 20-20

Revising—Improving Your Writing

Review the first page of “Improving Your Writing.” Pay special attention to the writer'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 at the end of the book and then discuss how the writer uses these marks in her revising. Expect students to use these marks in their own writing.

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Revising Writing Process

Page 013 from Write on Course 20-20

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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Revising Writing Process

Page 014 from Write on Course 20-20

Editing—Checking for Conventions

Review the editing on page 14. Again, note the writer’s use of the editing marks. Ask students why she is so careful to make sure that her writing is clear and accurate. (Example response: 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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Editing Writing Process Conventions Correct Conventions

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Page 015 from Write on Course 20-20

Editing—Checking for Conventions (Continued)

Continue your review of the edits. Make special note of the editing rules featured in the side notes.

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Editing Writing Process Conventions Correct Conventions

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Page 016 from Write on Course 20-20

Publishing—Sharing Your Writing

When you discuss the finished product, point out that she follows the format requirements for publication. 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 “One Writer'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.

State Standard Reference:

LAFS Standard:

LAFS.6.W.2.6

TEKS Standard:

110.22.b.10.E

NE ELA Standard:

LA 6.2.1.j

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