The Writing Process Analysis

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Running head: THE WRITING PROCESS The Writing Process Sharon Elwood Grand Canyon University EED-470 Curriculum Methods and Assessment Literacy and Language Arts K-3 March 17, 2013 The Writing Process 6+1 Writing Traits 6+1 Trait | Ideas | Organization | Voice | Word Choice | Sentence Fluency | Conventions | Presentation | Definition | The ideas are the meaning of the message. It is here that the real heart of the writer is exposed. Areas such as the content of the piece, the main theme, and all of the various details of the piece are included and serve to create and develop the theme. It is also here that the writer exploits the creative process of moving beyond what the reader already knows, and propelling the piece to a level…show more content…
The wit, feeling, life and breath of the piece is here. This is where the writer makes his/her mark that makes their writing different from another’s, and adds a personal tone that is unmistakably his/hers alone. This is voice! | Word choice is the use of colorful and specific words that not only deliver the function of the piece, but move the reader emotionally. Characteristics of word choice in descriptive writing tend to bring clarity and entertain fresh ideas. Within persuasive writing, the use of certain words can be a moving experience for the reader. The skilled use of everyday words is the exceptional use of word choice. | Think of sentence fluency as the wave rhythm of the surf at the beach. It is rhythm and flow of the language, and how words sound to the ear and look to the eyes. The real test is to read aloud…how does it sound? The use of cadences, along with rhyme and movement make the piece. | Mechanical correctness, including usage, grammar and spelling are important. Paragraphs, the use of proper punctuation, capitals, and spelling are flawless. Proofreading and editing are vital to conventions. A good rule of…show more content…
Students will read one or two sentences from a known story. From that reading, have students determine a thematic movement that sums up the sentences. After this is mastered, the next step is to have them write 3-4 of their own sentences about their favorite animal. Have the students determine the central theme to their own writing. Document in journals. | The teacher writes on the white board, “My weekend was great because _______!” This starting sentence compels students to begin their writing. Further organizational notes on the white board proceed as: 1. I did _____. 2. I saw _____. 3. I went ____. 4. I tasted ___. 5. I played ___.You get the idea! Series of this type of prompting encourages organization and constructive skills. Finish the lesson with a pencil drawing, adding color with Crayons. | The teacher chooses a ‘Starfish Student’ for the week. Each student writes 4-5 sentences explaining why the student deserves to be the Starfish. This includes a colorful picture to embellish their personal thoughts. This activity is typically thoughtful, personal and compelling. | Let’s drill the students on synonyms. Not only does this increase vocabulary knowledge, but can insert ‘power words’ for more common words. For instance, hand out a vocabulary worksheet with 10 common words. Have students commence a word search for synonyms. ‘Hangman’ with the

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