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Definition: Coming up with a topic and gathering resources (Culham 2014).  Choosing a topic, considering purpose and audience, generation ideas (Tomkins 2012).

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Definition: Coming up with a topic and gathering resources (Culham 2014).  Choosing a topic, considering purpose and audience, generation ideas (Tomkins 2012).

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Definition: Committing initial, rough draft ideas to paper or digital form (Culham 2014).  Writers get "ideas down on paper" through a rough draft and crafting leads (Tomkins 2012)

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Definition: Committing initial, rough draft ideas to paper or digital form (Culham 2014).  Writers get "ideas down on paper" through a rough draft and crafting leads (Tomkins 2012)

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Definition: Getting feedback on the draft from the reader or listener (Culham 2014). 

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Definition: Getting feedback on the draft from the reader or listener (Culham 2014). 

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Definition: Reflecting on the feedback and implementing changes for clarity, interest, and authenticity (Culham 2014). Writers reread and share the rough draft and make revisions based on the feedback of the work (Tomkins 2012).

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Definition: Reflecting on the feedback and implementing changes for clarity, interest, and authenticity (Culham 2014). Writers reread and share the rough draft and make revisions based on the feedback of the work (Tomkins 2012).

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Definition: Cleaning up writing (spelling, mechanics etc) (Culham 2014). Proofreading to locate and correct errors (Tomkins 2012).

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Definition: Cleaning up writing (spelling, mechanics etc) (Culham 2014). Proofreading to locate and correct errors (Tomkins 2012).

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Definition: Creating a final copy to be made public (Culham 2014). Publish a final draft to be shared via print, letter, presentation etc (Tomkins 2012).

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Definition: Creating a final copy to be made public (Culham 2014). Publish a final draft to be shared via print, letter, presentation etc (Tomkins 2012).

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Personal Experience: My experience with this has depended upon the type of writing I am attempting. For research writing, after gathering my resources, I tend to use a very structured graphic organizer to plan out the content and format of my paper. For creative writing, I use a basic, free-flowing brainstorming bubble chart which allows me to follow ideas where they may lead.

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Personal Experience: My experience with this has depended upon the type of writing I am attempting. For research writing, after gathering my resources, I tend to use a very structured graphic organizer to plan out the content and format of my paper. For creative writing, I use a basic, free-flowing brainstorming bubble chart which allows me to follow ideas where they may lead.

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Personal Experience: When writing academic papers, I compose the body of my papers first and then cater my introduction and conclusion accordingly. I format and cite after completing the initial "get it down on paper" stage. For creative writing, I use my brainstorming sheet as a guide, but I simply just write as much as I am able without becoming tired. I then, go back and make necessary changes to the content.

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Personal Experience: When writing academic papers, I compose the body of my papers first and then cater my introduction and conclusion accordingly. I format and cite after completing the initial "get it down on paper" stage. For creative writing, I use my brainstorming sheet as a guide, but I simply just write as much as I am able without becoming tired. I then, go back and make necessary changes to the content.

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Personal Experience: I have someone put "fresh eyes" on most all of my academic writing.I primarily have others read my work for comprehension and to be sure my purpose is clearly understood. When I write creatively, I am far more uncomfortable with sharing my work for feedback, though I do so for the same reasons as I do for academic writings. 

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Personal Experience: I have someone put "fresh eyes" on most all of my academic writing.I primarily have others read my work for comprehension and to be sure my purpose is clearly understood. When I write creatively, I am far more uncomfortable with sharing my work for feedback, though I do so for the same reasons as I do for academic writings. 

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Personal Experience: After making corrections to my writing  based on the feedback from those with whom I have shared it, I also typically review my work after a day or two to see it with my own "fresh eyes". I then make any other corrections that I feel may be necessary to improve comprehension or purpose.

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Personal Experience: After making corrections to my writing  based on the feedback from those with whom I have shared it, I also typically review my work after a day or two to see it with my own "fresh eyes". I then make any other corrections that I feel may be necessary to improve comprehension or purpose.

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Personal Experience: Yet again, with "fresh eyes" I review my writing several times for mechanics and usage errors. When I feel I have caught all of them, I occasionally will send the writing to my mother for a final proof reading. This is one of the benefits of having an English teacher as a parent.

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Personal Experience: Yet again, with "fresh eyes" I review my writing several times for mechanics and usage errors. When I feel I have caught all of them, I occasionally will send the writing to my mother for a final proof reading. This is one of the benefits of having an English teacher as a parent.

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Personal Experience: This final stage in the writing process is the easiest when it is a printed or digital piece. I simply print, or submit the saved writing accordingly. When the publishing method is sharing with people in real time, either by presentation or by observing the reader, I am much more uncomfortable with this step.

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Personal Experience: This final stage in the writing process is the easiest when it is a printed or digital piece. I simply print, or submit the saved writing accordingly. When the publishing method is sharing with people in real time, either by presentation or by observing the reader, I am much more uncomfortable with this step.

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Child Observation: I recently observed students in a 5th grade classroom working on the stage of the writing process for an assigned persuasive essay. They were free to choose any topic they felt passionately about. I saw students do this is a number of ways. Some were researching ideas on their Chromebooks. Some were jotting down ideas on paper. Many were discussing possible ideas with seatmates. Most had identified their parents as their intended audience and were hoping to truly gain something from this writing assignment.

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Child Observation: I recently observed students in a 5th grade classroom working on the stage of the writing process for an assigned persuasive essay. They were free to choose any topic they felt passionately about. I saw students do this is a number of ways. Some were researching ideas on their Chromebooks. Some were jotting down ideas on paper. Many were discussing possible ideas with seatmates. Most had identified their parents as their intended audience and were hoping to truly gain something from this writing assignment.

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Child Observation: For this stage of the process, the fifth graders overwhelmingly used notebook paper to write their first drafts. Some wrote frantically, others seemed to be struggling with getting their ideas down on paper. A few asked me for help in how to best organize their writing, but by and large most students completed this step on their own.

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Child Observation: For this stage of the process, the fifth graders overwhelmingly used notebook paper to write their first drafts. Some wrote frantically, others seemed to be struggling with getting their ideas down on paper. A few asked me for help in how to best organize their writing, but by and large most students completed this step on their own.

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Child Observation: During the feedback step of this writing assignment, students shared their writing with their seatmates and requested feedback. I heard some students ask questions related to clarification. Other students made suggestions of additional arguments the author may create. Once the peer feedback was complete, students had their teacher or myself read their writing and provide feedback. The majority of the feedback given at this stage was in the organization of their writing. 

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Child Observation: During the feedback step of this writing assignment, students shared their writing with their seatmates and requested feedback. I heard some students ask questions related to clarification. Other students made suggestions of additional arguments the author may create. Once the peer feedback was complete, students had their teacher or myself read their writing and provide feedback. The majority of the feedback given at this stage was in the organization of their writing. 

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Child Observation: Having received feedback from peers and teacher, students now revised their writing to address concerns and to clarify "murky" writing. While some students rewrote their entire piece to make these alterations, other students used different colored pencils, or taped new sections of paper over the old to revise their work. Those who wrote on their Chromebooks made revisions on Google Docs. 

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Child Observation: Having received feedback from peers and teacher, students now revised their writing to address concerns and to clarify "murky" writing. While some students rewrote their entire piece to make these alterations, other students used different colored pencils, or taped new sections of paper over the old to revise their work. Those who wrote on their Chromebooks made revisions on Google Docs. 

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Child Observation: Students now proofread their writing not for content, but for spelling and mechanics. Again, they had peer feedback on this step. Once that was complete, they brought the draft to their teacher or myself for a quick edit for any mistakes. Any spelling mistakes were highlighted and punctuation or usage errors were discussed. 

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Child Observation: Students now proofread their writing not for content, but for spelling and mechanics. Again, they had peer feedback on this step. Once that was complete, they brought the draft to their teacher or myself for a quick edit for any mistakes. Any spelling mistakes were highlighted and punctuation or usage errors were discussed. 

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Student Observation: In this final stage of the writing process, students finished and published their work on a Google Doc for grading. Some also shared the document with their parents.

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Student Observation: In this final stage of the writing process, students finished and published their work on a Google Doc for grading. Some also shared the document with their parents.