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Students write without disruption and without major attention to correctness or mechanics. In this stage, students create leads to grab readers’ attention and emphasis is put on content rather than conventions.

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Students select topics, establish goals, generate ideas, and develop a writing plan. Students should consider the potential audience, identify the purpose of the writing, and select an appropriate genre. This stage is revisited in the writing process as new ideas are produced and/or goals are altered.

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When I was in fifth grade, I was tasked with creating my own children’s storybook.  I remember writing down my initial ideas during class. I knew it was going to be fictional, that it was going to have a happy ending, and that it was geared for a younger audience.

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While working with first graders this year, I was able to observe one student while he worked on his “If I were a snowflake…” writing. At first, he had a hard time getting started, but once the teacher showed some examples, the student came up with some great ideas and I could tell he was starting to have fun with the project.

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My teacher had several class periods set aside for us to draft our initial work. With the page limit being 10 pages, I had to try to whittle down all of my ideas into a story that would grab the young readers attention and make sense all at the same time.

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Once the student established his goals in the prewriting stage, the drafting stage came with more ease. He didn’t focus on his spelling or his grammar, but he focused on tying the content back to his goals that he established in the prewriting phase.

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Known to be the most challenging part in the writing process, revising occurs when alterations are made in the writing, which can reflect comments of classmates and teachers. Thoughts are developed to make the writing more comprehensive and attention-grabbing. The writer makes substantive rather than only minor changes in this stage.

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I remember this being a very hard stage for me while writing the book. I recall wanting to rewrite the entire story at one point, but with the help of my teacher, I was able to revise and streamline my ideas to give the story more detail that would speak to the audience. This process took quite some time!

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At first, the student had a hard time listening to the comments of his classmates and teacher during the revision process. He was so proud of what he had initially written. However, after he engaged in feedback for other group members, he was more open to the revision process and changed his writing to reflect some of the feedback from his group and teacher, which made his work even better.

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Students may want to set drafts aside for a few days before this step. Then, they proofread work to locate errors, including for spelling, punctuation, and other writing conventions. Peer and teacher conferences help with this job.

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Although the words used in the book weren’t too complex, it still took a good bit of editing to get the content just right. I remember breaking into groups for this process so we could help each other make our books the best they could be. This was very helpful and daunting at the same time! I learned that another set of eyes will find errors that the author may have overlooked.

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The student is an ELL student, so the entire writing process is always hard, proving it difficult for him to locate words that are spelled incorrectly or in the wrong order. With the help of his classmates and teacher, he was able to pinpoint areas that needed to be edited, although he was reluctant at first to do so. Once the process was complete, he reviewed his work and realized that the comments weren’t negative, but that they were trying to help him become an even better writer.

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Students should publish their work in an appropriate form and share completed writing with an appropriate audience.

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I finalized the book, including illustrations, and presented it to the class for a final grade. I also had the chance to read the book to the other fifth grade classes, which was exciting. The whole writing process made me a stronger writer and allowed me to have more self-confidence in every project I worked on.

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The student published his work and completed the craft that went along with the writing. He presented this work to the class very well and he was really excited to do so. He was chosen to share his project with the principal, which was a big deal! His work was also hung in the hallway along with the other students in the class for all to see.

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Miss Bellotti's 1st and 2nd grade enrichment class at Samsula Academy performs the Writing Process Song.