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Prewriting is the stage when writers choose their topic(s) they are going to write about and set goals for their writing. During this stage, writers consider their audience, genre of their writing, and purpose for writing. This is the part of the writing process when writers generate a plan for their piece.

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Drafting is when writers build on ideas developed during the prewriting stage by getting ideas written down on paper. The drafting stage of the writing process should be interrupted and focus should not be placed on mechanics and grammar.

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Revising is when writers make changes in their writing based on content and structure. This stage of the writing process is aided by conferences with teachers and fellow students to help the writer see their piece with new eyes. During this stage, there should not be an emphasis on mechanics and grammar, but instead focus should be placed on writing material.

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Editing is when students finalize their piece and focus on conventions of their writing. At this point in the process, students should make their writing readable for their audience following the rules of Standard English. During this stage, peer and teacher conferences act as aids.

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Publishing is when writers put their revised and editing draft into final form such as a typed paper, book, or neatly written piece. This finalized piece of writing will be shared with the student's audience as the end part of the publishing step.

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My most salient memory of the prewriting stage would be when I completed my senior research paper in high school. For this paper, there was a designated amount of time to brainstorm about a topic you are passionate that you would then complete research on and write an essay. Through this process, broad topics were narrowed down into smaller subjects for a narrow focus.

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In my younger years, I can remember writing rough drafts and placing focus on the topic and what ideas I was writing on my paper. Then we would take our revised and edited rough drafts and rewrite them in pen, which always seemed to be more final.

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Personally, I do not remember many times during my elementary years or even middle/high years where there was a distinct separation between revision and editing. I also do not remember specifically having conferences with other students or the teacher to share the piece and receive feedback regarding content. Instead, the writing piece was often turned in to the teacher and given back with comments regarding what to revise and edit at the same time. I do remember having a teacher in high school read through my college application essay to revise what was written and make suggestions regarding content and material in my essays.

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Most of my personal experience in schooling regarding editing was receiving writing drafts back from the teacher with red pen on the paper that corrected the various conventions of Standard English that I needed to change and look over on my paper. This changed throughout the years depending on what was being taught and focused on regarding grammar and conventions that year.

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The most salient experience I have with publishing is from my public speaking course I took while attending high school. We would go through the entire writing process for various types of public speaking and would then read our pieces aloud to the class that acted as the appropriate audience for the piece.

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In my current classroom, the students will prewrite or plan together. With kindergartners, this allows for scaffolding and focus to be placed on thinking about what they have experience with that they may write about. The various topics that students share will then be written on chart paper. If students find the topic they chose to later be difficult to write about, then they are given room to change their topic of focus. During this step, we have students think about who will be reading their writing or who they will be sharing their writing with, and why they are writing this certain piece.

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In my current kindergarten classroom, our students write drafts on certain paper that allows them to write a general statement or sentence with a given stem. They also draft a picture they will draw to go with their final sentences.

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Last year in my first grade classroom, we specifically spent time having students go through the revision stage. At the beginning of the year, we would model what it looks like when you are revising someone else's writing. Towards the middle of the year, we would monitor conferences between students to ensure they were effectively revising and providing feedback regarding the content of their peers' writing pieces. My teacher and I would also meet with various students regarding the content of their writing.

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We have just recently started letting our kindergartners meet with each other to look over peers' papers to discuss simple conventions, such as capitalization and punctuation that their peers' may want to edit or change. I have found that this can be difficult depending on what students are paired with each other and their knowledge and ability regarding conventions and spelling. I have also seen different reactions from students regarding receiving editing feedback last year in first grade. Some students took suggestions from other students well while others had more of a negative reaction to feedback.

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In my first grade classroom, students would take their revised and edited rough draft and then complete a final writing piece. There were some pieces that would be read aloud to the classroom or small groups of their peers. Other pieces of finalized writing would be hung the hallway for other students and staff to read.