https://padlet.com/majoyce2/tfas2yjuxuzq ELM 571 en-us 2018-01-29 18:56:52 UTC 2025-01-18 07:04:15 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png majoyce2 https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225809055 Prewriting is the stage is the first step in the writing process that allows writers to plan, organize, choose a topic, and even pick an audience. This is the stage that allows writers imaginations go wild and where they can get a flow for what they want to write. This is something that I have always loved to do as a writer because it really helps me stay organized and helps me when starting a new paper. It really helps me brainstorm for my paper. I have seen several students use this where teachers will simply allow students time to think and come up with ideas for what they want to write about. In kindergarten this looks a little different and a lot of times we allow students to turn and talk to a partner to help them think of what they want to write about for an assignment. My favorite quote from the Tompkins reading (2012) was from Donald Murray (2004,2005) "calls  this stage "discovery" (p.6). ]]> 2018-01-29 19:11:14 UTC https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225809055 majoyce2 https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225815024 According to the Higgins, Miller, and Wegmann (2006,2007) "Drafting is when students write without interruption and without undue attention to correctness and mechanics (p.312). To me this means this is the part where it's okay to mess up. I remember when writing rough drafts I would always skip a line so I could go back in to fix mistakes or add stuff where it was needed. This was a time for me where it was okay to make mistakes and not be penalized this stage always really helped me have a more successful paper. I have seen students really enjoy but also struggle with this part of the writing process. One of my previous students who was in 4th grade always just wanted to start writing and not make a "rough draft". ]]> 2018-01-29 19:22:11 UTC https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225815024 majoyce2 https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225824311 Revising is the part where "writers clarify and refine ideas in their draft during revising" (Tompkins, 2012, p. 9). This is also the stage where students can make changes and have conferences with teachers and other students. This allows students to be more comfortable with revising. This was a stage I struggled with because it made me feel like my rough draft wasn't enough. However, I realized that it was okay because this was the time to make changes and make my writing even better. I observed this same thing happen to a students and I told him how I use to feel the same way. We talked about how this was the chance to make their paper even stronger. I found an awesome saying to help children with revising it is called ARMS. I have attached a picture below. This would have been a great way to help struggling students. ]]> 2018-01-29 19:37:44 UTC https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225824311 majoyce2 https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225824663 According to Tompkins 
(2012), "Editing is putting the piece of writing into its final form"(p.12). To me this means that this is the phase where fix all errors including spelling, grammar, and punctuation. In my experience during school I would usually be paired with another students and we would proofread each others papers and make edits. I have observed this before as well with students I have also seen teachers meet with students to conference and talk about what they need to edit. One thing I really enjoyed from the Tompkins reading was the checklist provided this is attached below. ]]> 2018-01-29 19:38:15 UTC https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225824663 majoyce2 https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225825128 Publishing is when the students get to publish their work and share it with an audience. According to Tompkins (2012) " Publishing motivates them to improve their writing because they know they'll share it with a real audience" (p.15). I completely agree with this statement because when I was in elementary school when I was finally done with my work I would be so excited and want to continue to grow as a writer. Sometimes I would be nervous but when I would get feedback from my audience it motivated me to work harder. I have seen students get so excited to share their final product of writing. Once in particular was a 4th grade special education student last year who struggled so much in writing but after completing all the steps he was so happy to publish it. He was the oldest in the class and got to read it to the younger students and they loved it! After, this he strived to become a better writer and this is why its so important to help our students really understand the writing process. ]]> 2018-01-29 19:39:01 UTC https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225825128 majoyce2 https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225839314 Tompkins, G. E. (2012). Teaching writing: balancing process and product. Boston: Pearson.

Higgins, B., Miller, M., & Wegmann, S. (2006). Teaching to the Test...Not! Balancing Best Practice and Testing Requirements in Writing. The Reading Teacher, 60(4), 310-319. Retrieved from http://www.jstor.org/stable/20204471]]> 2018-01-29 20:03:37 UTC https://padlet.com/majoyce2/tfas2yjuxuzq/wish/225839314