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Prewriting is preparing to write.

My Experience: During my time as an ESL teacher in South Korea, our prewriting exercises weren't student focused. We would come up with topics for the students to write about. (In the middle school level we gave them more freedom) Topics usually were generated around holidays and seasons of the current times. We spent most of our instructional periods with drafting, revising, and editing. I'm excited to let children be more involved with the prewriting process; creating their own ideas and deciding on their audience.

Observations: I haven't observed much of this part of the process during my fieldwork here so far, so my only observations come from my time as an ESL teacher. This generally was the hardest part for a majority of my students. They couldn't come up with a lot of ideas to write about. I think this mostly stemmed from their writing inexperience and lack of confidence using what they have learned in class. I usually came up with the topics for my students to write about and give them brainstorm exercises. But in ESL education even these minor task also prove to be difficult for most.

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Drafting is getting ideas written down.

My Experience: My ESL lessons usually involved a lot of sentence structure and grammar instruction during the drafting period. Sentence types were already modeled and left open for students to fill in their own content. This was generally during the first writing assignment. The following assignment students had to create similar sentences following the same models. During this portion of the lesson we were just concentrating on getting their ideas down to ready them for the revision stage of writing.

Observations: The only drafting I can think of that I have seen during my fieldwork was in the students EL workbook exercises with 'note-catching'. The pages were broke down into charts for the students to fill in main ideas and details. This was very helpful with them setting up a starting point for their writing, but the assignments always seemed very sterile. It was during a 3rd grade ELA class and they were working on 'pourquoi tales'. Students didn't seem too engaged in this process and if one of them missed that class, then it was a struggle for them to get back on track when they came back.

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Revising is improving upon and adding clarity to ideas in the draft.

My Experience: Once the students were finished 'drafting' a piece, they would raise their hands for me to revise their sentences. The corrections usually involved simple grammatical errors, subject-verb agreement, the adding of articles, and plural forms of nouns. Content was set at this point. Some students needed extra support to create their content. I guess our main goal was for them to learn English through sentence writing instead of creating excellent authors.

Observations: I feel this stage is often skipped. In my experience after drafting the 'rough draft', we went to editing. There was no sharing or feedback of content and ideas. Looking at the writing process through the eyes of the author's of our texts this week it seems that revising is one of the most important components. I understand why teachers would be scared to start this process so early, so I was surprised to see that you could start this in first grade. My observations would be inline with my experience above, but that seems to fall in line with editing more than revision. To be honest, these 2 stages blend together for me.

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Editing is polishing the draft into its final stage.

My Experience: My own personal experience with editing, as a student writer, is teachers handing over my papers riddled with red marks! I can always remember viewing the sea of red wondering how I managed to make so many mistakes and will I ever be able to remedy my issues with writing. Personally, I always excelled at the prewriting stage, but when it came to translating my thoughts to paper, the editing process is where I would see there were huge opportunities for me to grow with the technical aspect of writing.

Observations: This past week I have observed some editing with my 4th grade classes. They have been working on a "Choose Your Own Adventure" book. While the students are revising and editing their work independently, the teacher has been calling the students for one on one writing conferences to help work on their edits. This seems to be one of the easier parts of the process for the students, but one of the most physically demanding ones. They have to do a lot of writing during this portion to make sure everything is written correctly without error.

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Publishing is putting the writing in its final form to share it with the appropriate audience.

My Experience: Publishing, I always felt was the most fun part of the writing process. As a student and a teacher, this is the most exciting experience of a writer. Sharing your work can provide a lot of joy to a student and to a teacher as well. From my experiences as a student this was also the first time my writing was shared among my peers. Now I know it is much better to share your writing much earlier in the writing process. As an artist, this is also the best time for me: Book Covers!

Observations: During my fieldwork this semester the students have just finished their "Chose Your Own Adventure" books. They published their writings by putting it in book for, along with a cover. The parents came in to class this past Friday for a "viewing party" to give the students and teachers feedback. I wish I would have been able to be a part of this experience, but I heard it went wonderful. I observed many students putting in a lot of effort into this process by drawing and coloring the covers, also making sure the pages were ordered correctly. They seemed to enjoy this stage of the writing process the most.