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Prewriting is the stage in which writers choose their topic, consider the purpose/audience/form, produce ideas, and develop their writing plan.

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Drafting is the stage where writers put their ideas from prewriting on paper to create the first version of their writing. In this stage, writers should write without interruption and should not pay attention to correctness or mechanics.

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During the revising stage, writers make changes to their draft. This is the time to elaborate, clarify, and refine ideas. Peers and teachers will sometimes review drafts during this stage to provide feedback to the writer.

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Before editing, it's a good idea for writers to distance themselves from the composition so that they can have a fresh perspective that will help them find errors. Editing involves proofreading, making corrections, and sometimes more review/feedback from peers and teachers.

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This is the final stage of the writing process. Writers finalize their writing piece and share it with their intended audience. This stage motivates students to become better writers because they know a real audience will read their work.

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A personal experience I had with the writing process recently was when I created my entrance essay to the MAT program at NC State. It needed to be a personal statement. I had to brainstorm what message I wanted to present to my audience - the admission board - and develop a storyline for the piece. It was challenging!

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After prewriting for my personal statement, I started on my draft. I must have started five drafts - I couldn't settle on how I wanted to move through the document so I abruptly stopped and started entirely new documents. I also worried about correctness and mechanics; I wish I had read this definition for drafting earlier!

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I didn't leave much time for editing and didn't realize I needed a separate step altogether for editing. I edited as I went through revisions. Doing so, I might have missed some errors that I otherwise might have noticed if I distanced myself from the document!

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I submitted the final draft and was so relieved to have it off my shoulders. This was a piece that I didn't enjoy writing. I wasn't very confident in the piece and worried about what the audience would think.

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I sent my draft to two friends for review. I wasn't confident in my draft. One of the reviewers sent me some resources to look through before I revised my draft. I looked through the resources and felt even less confident about my draft, so I spent a lot of time reworking entire parts of the draft. It looked like a completely different document after the first revision. I sent a second draft to my reviewers and that was much smoother!

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I've seen kindergartners participate in prewriting as a class with the teacher. The teacher presented a topic, "I Can _____," and asked students to fill in the blank. She drew their pictures on the board and wrote what they were below. For "I can tie my shoes," she drew a picture of a shoe and below wrote, "Tie my shoes."

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After brainstorming as a class about different topics, students were to write their own draft using one of the topics. They thought of their sentences and wrote them in their journals. Since they're in kindergarten, the words don't need to be spelled right, they just need to be sounded out. For example, "love" can be written as "luv" and be counted correctly. In kindergarten, the focus is on phoneme sounds, not correct spelling.

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The teacher and I (assistant) reviewed students' drafts. Student shared their sentence with us verbally. If they missed the prompt, such as, "I can big brother," we reminded them to look at the board for ideas and revise their piece.

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The teacher and I reviewed each student's draft once more. We were looking for word spacing and appropriate letter sounds in words. If a word was not legible or incorrect (i.e. "bak" for "book"), the student would need to correct it.

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Students presented final drafts to the teacher and me. At the end of the year, students will give their writing journals to their parents so they can see how they've grown as a writer.