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THE FIVE STEPS OF THE WRITING PROCESS

STEP 1: PREWRITING

THINK

Decide on a topic to write about.

Consider who will read or listen to your written work.

Brainstorm ideas about the subject.

List places where you can research information. Do your research.

STEP 2: DRAFTING

WRITE

Put the information you researched into your own words.

Write sentences and paragraphs even if they are not perfect.

Read what you have written and judge if it says what you mean.

Show it to others and ask for suggestions.

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STEP 3: REVISING

MAKE IT BETTER

Read what you have written again.

Think about what others said about it. Rearrange words or sentences.

Take out or add parts.

Replace overused or unclear words.

Read your writing aloud to be sure it flows smoothly.

STEP 4: PROOFREADING

MAKE IT CORRECT

Be sure all sentences are complete.

Correct spelling, capitalization, and punctuation.

Change words that are not used correctly.

Have someone check your work. Recopy it correctly and neatly.

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STEP 5: PUBLISHING

SHARE THE FINISHED PRODUCT

Read your writing aloud to a group.

Create a book of your work.

Send a copy to a friend or relative.

Put your writing on display.

Illustrate, perform, or set your creation to music.

Congratulate yourself on a job well done!

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Product of writing

A product approachThis is a traditional approach, in which students are encouraged to mimic amodel text, which is usually presented and analysed at an early stage. Amodel for such an approach is outlined below:

Stage 1

Model texts are read, and then features of the genre are highlighted. Forexample, if studying a formal letter, students' attention may be drawn tothe importance of paragraphing and the language used to make formalrequests. If studying a story, the focus may be on the techniques used tomake the story interesting, and students focus on where and how thewriter employs these techniques.

Stage 2This consists of controlled practice of the highlighted features, usually inisolation. So if students are studying a formal letter, they may be asked topractise the language used to make formal requests, practising the 'Iwould be grateful if you would' structure.

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Stage 3

Organisation of ideas. This stage is very important. Those who favour thisapproach believe that the organisation of ideas is more important than

the ideas themselves and as important as the control of language.

Stage 4

The end result of the learning process. Students choose from a choice of

comparable writing tasks. Individually, they use the skills, structures and

vocabulary they have been taught to produce the product; to show what

they can do as fluent and competent users of the language.

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