https://padlet.com/ktjohns5/idkgfaqnqexd Description and examples of the writing process. en-us 2018-01-25 23:58:24 UTC 2025-08-07 08:28:10 UTC hello@padlet.com ktjohns5 https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904507 TWBPP-
Stage 5: Publishing- Publish writing in a appropriate form. Share completed writing with an appropriate audience.

Teaching to test.e.t.c.
1.  Publishing-Students publish the writing piece in some way, such as by making a book or simply typing it on the computer.

Personal Experience
In 3rd grade we made hardcover books that we had been working on for awhile. Once everything came together we had a beautiful book filled pictures and words.
Also, I submitted my graduate school letter and GOT IN!!

Observation
Our Kindergarten students share their I like, I want and I see books with the class. Students sit on the carpet and we call each student up to share their book. After, students place their book in their mailbox to go home on Fridays. 
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Stage 4: Editing- Proofread compositions to locate errors.Correct spelling, punctuation, capitalization and grammar errors.

Teaching to test.e.t.c.
1. Editing- Students correct the paper for spelling, punctuation, and other writing conventions. Peer and teacher conferences help with this task.

Personal Experience
After receiving feedback from my professor, friend and host teacher, I begin retyping my letter including all the feedback I had received.

Observation
Once I provided the feedback to my students, they go back and edit their mistakes. Students come back with more thoughtful writing such as, I like chocolate . I want a big, red car and I see a two red birds in the sky.

While subbing in 3rd grade, I revised their rough draft and they edited their mistakes.    ]]> 2018-01-25 23:58:24 UTC https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904508 ktjohns5 https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904509 TWBPP-
Stage 3: Revising-Share drafts in revising groups. Make changes to reflect the comments of classmates and the teacher.

Teaching to test.e.t.c.
1.  Revising.Changes are made in the writing. Ideas are elaborated to make the writing more detailed and interesting. Peer and teacher conferences are used to help with this process.

Personal Experience
After writing my graduate school letter, I sent my letter to a friend, my professor and my host teacher. I did this to see if my letter needed to be revised. They provided great feedback, including changes to punctuation and sentence structure. They highlighted and underlined sentences that needed to be changed, included punctuation in red and left comments on the side.

Observation
After giving our Kindergarten students a prompt, such as I like, I want, and I see, we give them about 10 minutes to write in their journals, After, we call each student over and begin the process of correcting sentences, correcting punctuation, helping them understand finger spaces, capitalization and more thoughtful sentences and description of people,places and things. We circle the things that need to be fixed and tell the students to go back and change it.  ]]> 2018-01-25 23:58:24 UTC https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904509 ktjohns5 https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904510 TWBPP-
Stage 2: Drafting- Write a rough draft.Craft leads to grab the readers' attention.

Teaching to test.e.t.c.
1.  Drafting- Students write without interruption and without undue attention to correctness or mechanics.

Personal Experience
Before submitting my graduate school reflection letter. I typed my letter in Microsoft Word. I wrote down all my thoughts and feelings including why I was applying to graduate school and why I want to teach. I knew I had run-on sentences, bad grammar and incorrect punctuation.

Observation
While substituting in a 3rd grade class, students were in 4 groups working on the different countries, (Zimbabwe, Taiwan, Mexico and Germany). They were to write about the population, language, foods, education and how students learn and travel to school and the capital. I reviewed their rough drafts that were handwritten in their composition notebooks. ]]> 2018-01-25 23:58:24 UTC https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904510 ktjohns5 https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904511 TWBPP-
Stage 1: Pre-writing- Choose a topic. Gather and organize ideas.Choose an appropriate genre.
Teaching to test.e.t.c.
1. Pre-writing and planning-Students choose topics, set goals, produce ideas, and develop a writing plan. New ideas are generated as writers compose.

Personal Experience
In high school English class, we would free write as a warm up. We could choose any topic and read aloud if we wanted. Also, she would correct any errors once returned.

Observation
In class, we have laminated sheets with different topics on them. Example- School- it would have different items associated with school. Holidays- it would list different holidays and specific items that go with each. During work on writing, students would choose from the different sheets and begin writing on that topic. ]]> 2018-01-25 23:58:24 UTC https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904511 ktjohns5 https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904512 According to, Teaching Writing: Balancing Process and Product. Researchers Emig and Britton divided the writing process into three stages: 
1.Conception 
2. Incubation
3. Production 

According to, Teaching to the test...not! Balancing best practice and testing requirements in writing their writing process consists of: 
1. Pre-writing and planning  2. Drafting
3.Revising
4. Editing
5. Publishing]]> 2018-01-25 23:58:24 UTC https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904512 ktjohns5 https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904513 The writing process is a way of looking at what writers think and do as they write. Researchers, James Britton and Janet Emig were two of the first researchers to examine students' writing processes. ]]> 2018-01-25 23:58:24 UTC https://padlet.com/ktjohns5/idkgfaqnqexd/wish/224904513