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Choose a topic.
Gather and organize ideas.
Consider the potential audience.
Identify the purpose.
Choose appropriate genre.

Planning is not a one-time event in the process. New ideas are generated as writers compose, and goals my be altered throughout.

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Write a rough draft.
Craft leads to grab attention.
Emphasize content over conventions.

Student write without interruption and without undue attention to correctness or mechanics. Use double-spacing to facilitate editing.

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Share drafts in revising groups.
Participate constructively in discussions about classmates' drafts.
Make changes to reflect comments from others and teacher.
Make substantive rather than only minor changes between 1st and 2nd drafts.

Ideas are elaborated to make the writing more detailed and interesting. Peer and teacher conferences are helpful.

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Set draft aside for few days.
Proofread composition.
Correct spelling, punctuation, grammar errors.

Peer and teacher conferences are helpful. Teachers can demonstrate, how to edit, teach proofreading marks, and provide editing checklists.

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Publish in appropriate form.
Share with appropriate audiences.

Can encourage student motivation. Can have author's chair for sharing; have a class library; share with parents and siblings; etc.

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I write a lot for my current job as a researcher. I write reports for organizations, sharing with them results of an evaluation of their educational program, and I write academic journal articles. I do this every few months in my work. For both these types of compositions, once I have my topic, I always start by creating an outline in a list form using pencil and paper, and my first step in doing that is thinking through my audience and the purpose of the composition. I usually edit my outline multiple times after going through it until I feel like it will make the most sense for my reader.

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I find this to be the hardest part - taking your piece of writing from an outline form to actual rough draft. This past fall I had to write a report for an organization that provides fellowships to teachers and it was painstaking to analyze the results from the huge volume of data and craft a few sentences to summarize what the data said in a way that would resonate with the reader. Then repeat that process of rough draft writing over, and over.

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I was co-authoring an article to submit to a publication a couple of years ago and we went through several revision phases. We each had been assigned a component of the paper for which we had to compose the rough draft version. Then we traded our parts of the paper with each other, and edited each other's sections. I wrote parts of the introduction and literature review, and I offered revisions to the other parts of the introduction and literature review. We ended almost completely restructuring both the literature and the introduction after that revision phase.

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I still remember the proofreading marks I was taught in elementary or middle school, and I still use them to this day. I worked with colleague over the last year analyzing data on a middle school STEM lab curriculum package and we had to submit multiple mini-reports on the findings. He did the bulk of the writing, and I edited each of the mini-reports he wrote. I used Microsoft Word's Track Changes to make all of my editing marks for him.

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A couple years ago my colleagues and I published a white paper on a project in which we were a research partner on a citizen science in education program. We published the paper at a conference on research and practitioner partnerships and we at a conference specifically for educators and others interested in citizen science. In these ways we were very thoughtful about the audience for our writing and the forums in which we published. We followed the criteria of publications required by both forums to which we submitted our work.

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This weekend we had friends over at our house and their 6 year old boy spent mots of the evening making a book about the different kinds of trucks that he likes. He asked me for crayons and paper, and when he was done he asked for a staple so he could turn it into a book. He made a cover, and then he came downstairs to show all of the adults his book. The finishing touches of the binding, the cover, and the sharing all demonstrated his work to publish what he had made.

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This past fall I helped my niece apply to colleges. I particularly helped her with her college essay. In the pre-writing phase I helped her find resources that gave suggestions for generating ideas for writing a college essay. Some of them included ideas like setting a 5 minute timer and writing down every idea you could come up with. Others included more specific suggestions like thinking back to powerful moments or memories from your life.

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When I was helping my niece write her college essay she sent me her rough draft and I suggested some major revisions. I gave her suggestions to flesh-out certain paragraphs, to give the reader more detail about how a particular experience influenced her - how she changed after the experience. I also gave her suggestions for places where she could say a little more about the story, to help the reader understand the context better. She took my suggestions and made meaningful revisions to her essay.

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I was a teacher assistant for a fifth grade cluster of teachers 11 years ago. I remember observing a class during which the students were learning to write different types of poetry. They were given the option to choose from multiple poetry styles and had quiet time to work on their poem in class. I remember noticing how some students took to it right away, while others struggled and sat without writing anything for a long time. They appeared to be "stuck." It reminds of how natural the drafting process can sometimes be, and how challenging the drafting process can be, even for the same writer. Being authentically connected to the piece of writing certainly makes the drafting phase easier most of the time.

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When I was helping my niece draft her college essay, after she had completed the pre-writing, drafting, and revisions, I went through her essay and simple proofread it. I looked for missed spaces, grammatical errors, missing commas, periods, etc. At this point her essay was in Google Docs, so I used the "editing" feature in that application. That way she could see each error for which I suggested an edit. It was a useful process and her essay looked polished by the time we were done.