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Getting students to write introduction & another paragraph is effective to check on students’ language ability. Marking bite-sized work gives me a chance to do some bench-marking and to show good  samples to the  whole class.
3E
1)Due to time constraint peer-editing may not be conducted in all the classes. This may then mean that some scripts have been marked another time (whether the marking is good/detailed is another matter).
2) are we processing too much if we only use only the WA task ? At the end of the day the mark may not be a realistic mark even though there is deep learning.

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Can teachers customise their process writing steps based on the needs of their own class? Different ability groups may require different amount of scaffolding and different steps for process writing.

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Discussion among students to generate ideas to enable elaboration for each point as students had problems in elaboration.
Since vocabulary was weak, students brought up words they found difficulty in understanding, so the students were made to get the meanings using their handphones and get alternative words.

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My approach for 4E2 & 5N1 groups
1. Para writing to hone descriptive techniques eg 5 senses
2. 1st draft
3. Peer editing 2 rounds - 1. Descriptive techniques/vocab 2. Grammar
4. Teacher feedback discuss samples in class
5. 2nd draft based on peer/tchr feedback

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1. Question analysis + explanation of rubrics - whole class
2. Students write the 1st draft
3. Teacher uses student sample to go through how to give feedback (using checklist) - whole class
4. Student give feedback to their peer using checklist and written comments - peer work
5. Students re-write draft 2
6.Sample of peer comments below

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Got students to write the first paragraph addressing the point 1, with guiding questions done prior to writing
peer critique on what was presented by students

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students focus and write a paragraph on one RP. then when their responses were lacking in detail, guiding questions were provided. then the students refined that paragraph.

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Had a checklist for students to look at before writing. Once feedback is given students use a checklist again to see where they have fallen short.

Dialogue between pairs of students was an important part of process writing.  Students commented on each other's work.

Feedback given on part and whole pieces of work. Students had to rewrite based on feedback given.

Modelling better pieces of work to students and asking them why they think it is good.

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Expository essay
1. Intro paragraph
2. PEEL paragraph
3. Draft 1 whole essay
4. Draft 2 revised version based on peer/tchr feedback

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Brainstorming for 1 task (for amplification ideas)
WA 1 - 2 paragraphs for a different task (intro and RP1) - mark twice
- peer editing- checklist
WA 1 - timed assignment - no notes

WA 2 -
Brainstorm ideas for WA task
Marked 1 intro and 1 body para
Peer editing with checklist
Marked full essay
Timed assignment - with notes

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Analysing and brainstorming on qn together
Go through structure / grammatical / language features
Paragraph writing
Teacher feedback on para in class
Students draft out then peer editing
Students produce final essay to be marked

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Process writing in my class  - working on a piece in stages, i.e. intro, body, paragraph. Ideally, feedback is given at each stage so that students will refine their writing in that stage before moving on to the next stage.

Questions regarding process writing:
What is our objective? Is it to help students write one good piece. I think ultimately, process writing should teach students to understand the importance of planning and editing any piece of writing. There must be a point where students internalise what they learn from process writing and become more careful and critical writers.

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1. Taught students intro writing, had students write intro based on topic given and submitted.
2. General feedback given on how to improve Intro.
3. Students to rewrite intro, then complete personal recount.
4. Feedback given on areas that can improve, esp in show not tell method. Some students were advised to think about their interpretation of the question / topic given.
5. Students then write a final copy to be graded.

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1) Students are given a topic to work on
2) They are introduced to the structure of the essay
3) They are given time to brainstorm for ideas on the topic
4) They will work in groups/pairs to craft one or two paragraphs
5) Teacher reviews the paragraphs with students and point out the AFIs to them
6) Students will produce a draft essay
7) Teacher marks the draft essay and returns to students
8) Students act on the feedback given and produce a second draft, which is also the final product

QUESTION: What is the disadvantage of using the same topic for Draft One and Two?