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The "getting-ready-to-write stage" where the writer will talk, read, and write to get direction on their topic, purpose, audience, and form.

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The stage where the writer gets ideas on paper, writes a rough draft, and creates the lead of their work without focus on correct spelling, punctuation, or grammar.

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The stage where the writer will reconsider their original work and receive feedback from others to make changes by adding, substituting, deleting, and/or moving words, phrases, sentences, and/or paragraphs to clarify their work for their reader(s).

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The stage where the writer will refine their work into its final draft by proofreading and correcting any spelling, punctuation, or grammatical errors after they have distanced themselves from it.

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The stage where the writer will publish and share their work.

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I remember loving the creativity in prewriting in elementary school where I could write about almost anything. As I got older this stage became more challenging as I tried to add creativity to writing that had to be about a very specific topic. We recently practiced this stage in class when we brainstormed events in our life that made the biggest impact.

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This is my personal favorite part of the writing process as I can throw all of the 'rules' out the window and let my ideas flow out onto paper. I love creating the hook that will get my readers interested in my writing. However, my favorite part is thinking of the ending that I call the mic drop to leave my readers amazed, interested, wondering, or convicted. Then there is an enjoyment on crafting those two pieces of my writing to connect seamlessly.

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I have had many classes where we are required to write papers then we go through a peer review to give and receive comments on each other's paper. I am in this stage of the writing process right as my peers and I work on task 1 revisions of the edTPA project in ELM 574.

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My perspective of this stage from my personal experience is that it takes away some of the personality of my work. I feel that there are certain 'rules' i need to abide by that makes me change my original thoughts, words, or phrases.

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Once when I was in middle school, we had to research how to become a a professional in a career field of our choice. I decided to write about How to Become a Dancer. We completed the entire writing process and chose images for our books. Then, my teacher gave us blank hardcover books for us to transfer our writing into. When we were finished, our books went on a special display in the library and I remember feeling extremely proud and accomplished for publishing my writing for others to read.

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I have seen my nephew go through this stage in the writing process when he was prompted to write about a time he helped someone else. He began to think and mention situations he could have been helpful Then, he chose one and began to declare why he wanted to talk about that situation.

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My mentor teacher often lets her students write without boundaries to let them enjoy and practice the writing process since they are just learning it in Kindergarten. This is often done by letting them write captions/short stories to represent a craft they made. She also gives some writing scripts where the students can fill in blanks.

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I have seen my mentor teacher review students' writing with them in writing centers to help them understand areas that are done well and areas that needed work and she helped them understand what could be done to correct/clarify their writing.

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My niece has been given back rough drafts with spelling, punctuation, and grammatical errors marked on it that she uses to alter her writing into her final draft.

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My mentor teacher will display her students artwork with captions/short stories in her classroom as well as the hallways throughout the school. She will also select one a month to display on her class refrigerator and the students get a sense of pride when their work is the one that is hung up.