# data[].attributes.body
The getting ready to write stage. It is when writers choose a topic, consider the purpose, audience, and form, and when they generate and organize their ideas for writing (Tompkins, 2012, p. 6-7).

In college I recall the prewriting process quite clearly. My english teacher would give us a lot of time to brainstorm and prepare our thoughts and for the writing process. It's important to gather your thoughts before you begin.
In the second grade classroom I am currently in we allow the students a lot of "think time" to build their creative thoughts before they begin writing ideas down.

# data[].attributes.body
When writers focus on getting their ideas down on paper. This is where the writer makes a rough draft of their tentative ideas that were developed and organized in their prewriting and then they elaborate on these as they continue to work (Tompkins, 2012, p. 8).

Drafting is so important in the writing process. When I write I jot down so many random notes and ideas before I begin my actual writing.
In my student teaching students use a drafting sheet before they begin their writing where they will have all the ideas noted down to use.

# data[].attributes.body
Where writers clarify and refine ideas from their rough drafts (Tompkins, 2012, p. 9-11).

In my personal experience revising your work is crucial. This is where you can go back over your writing and fix things that you thought made sense but when you re read it it doesn't actual fit.
When my classroom students revise their work it is quite tricky for them. They sometimes struggle with adding to their ideas. Some students think once they have written that they are then finished but they have to realize that it's also important to go over your work to make it your best quality work.

# data[].attributes.body
Is when you put the piece of writing into its final form; proofreading and finding and correcting errors in the writing (Tompkins, 2012, p.12-14).

I have quite a bit of experience with editing. In college a lot of friends would ask me to edit their assignments for them. It's important for others to read your work to edit so that they can catch things you might not have caught in your initial revising.
The students in my student teaching classroom have worked a lot on editing their classmates work. It is quite a site to see the students finish their drafts and revising and partnering with a friend to edit each others work. They have a check list that they check off as they go.

# data[].attributes.body
When the writing is published and shared with an audience. This stage encourages students to improve on their writing skills because of the fact of others reading their work (Tompkins, 2012, p.15-16).

I've never actually published anything besides maybe in elementary school where teachers helped us through the process and published our writing in class books.
Students in the classroom I'm in are in the process of publishing a informational text right now. They have worked so hard on their writing process and most are now at their final step and beginning their publishing on a special paper. They are so proud!

# data[].attributes.body
This is where the teacher will introduce the topic, share examples of the topic, provide students with information needed, guide the students practice, and then assess their learning (Tompkins, 2012, p. 22).

# data[].attributes.body
Students use the writing process as they develop and refine their writing, as they conference with the teacher and classmates about their writing (Tompkins, 2012, p. 17).

# data[].attributes.body
When the class gathers together to share their publications. This is usually the last part of writers workshop (Tompkins, 2012, p.19).

# data[].attributes.body
Teacher read students high quality books (mentor texts) to highlight specific aspects of writing and to show students examples of good writing (Tompkins, 2012, p. 19).

# data[].attributes.body
This is when teachers model the thinking process that happens during writing and verbalize that process while writing on a chart of overhead projector (Higgins, Miller, & Wegmann, 2006-2007, p. 312).

# data[].attributes.body
When the students write together while working with the teacher (Higgins, Miller, & Wegmann, 2006-2007, p. 312).

# data[].attributes.body
Students write their own products as the teacher prompts and guides (Higgins, Miller, & Wegmann, 2006-2007, p. 313).

# data[].attributes.body
Tompkins, G. E. (2012). Teaching writing: Balancing process and product (6th ed.). Boston, MA: Pearson.

Higgins, B., Miller, M., & Wegmann, S. (2006-2007). Teaching the test....not! Balancing best practice and testing requirements in writing (Vol. 60, No. 4). Newark, DE: International Reading Association.