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Click here to refresh the pageThe Writing Process: An Overview Unit keyed to Virginia SOLs and Common Core
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17 MB|208 (teacher) 112 (student) plus PowerPoints and Notebook files
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Table of Contents for Sample
Introduction and Rationale 1
Common Core Goals 2
Virginia SOL Goals 3
Teacher Booklet Table of Contents 4
Student Booklet Table of Contents 6
Grammar Practice: Sentence Correction Lesson Plan 7
Sample Questions from Test I 11
Sample Grouping (Prewriting) Complete 13
Student Grade Sheet for Unit 31
Note: Ways to Approach the Unit
I have given you three ways to set up this unit. The first is to give students the student booklet without the sentences included. For this, you would give out the sentence packets each week. This is the method that I use because I find it easier to grade the sentences week by week.
The second method is to give the students the student booklet with sentences.
The third method is to give the materials out piece by piece as you progress through the unit. I have provided individual handouts for every individual set of notes, each handout that they are to fill out, and each test review. These are in the folders labeled for the major topics of the unit.
The Writing Process: An Overview
Introduction
Every year, or twice a year on block schedule, students across the United States are marched into a central area in schools and given a test covering their writing— their understanding of the writing process and its application to a variety of writing projects, their ability to find and correct errors, and their ability to write an argumentative essay in response to a prompt. The following unit is just an introduction—a way to introduce students to the process that they will be applying to essays. As an introductory unit, I outline the writing process as described by Janet Emig and amended by other researchers. This overview begins their examination of their own writing processes. The process described in this unit also includes a sixth stage added to the original five stages—reflecting—that is meant to help students learn from each writing project and discern how a specific writing project can help them in future writing projects.
One of the important skills that this unit teaches is self-awareness of the way that we process writing. As English/Language Arts teachers, we need to teach our students metacognitive skills—the mental processes that will help them think about the way that they approach academic tasks. “The Writing Process” gives the students a scaffold they can use to observe their own process and make adjustments to become better writers.
Through my experiences teaching middle school, high school, and college, I have refined this overview to fit the academic writing required for all three levels. It is important to follow this overview with a writing project that makes them follow the process step by step—all stages in a single project—so that they will begin to see how the process works in general. As they work on more projects, they will begin to understand their own approach to writing, uncovering their own process as they work. In my high school classes, we proceed through additional units (“Standard Essay Structure,” “Writing a Narrative Essay,” “Writing an Argumentative Essay in Response to a Prompt,” and “Writing an Argumentative Essay based on Research from ProCon.org,”) so that the students will work through each of the stages of the process in a variety of ways. As they work through the creation of essays for these units, the students will begin to understand their own approach to writing, uncovering their own process as they work.
In addition to the “The Writing Process: An Overview,” I have included a group of daily sentence practice activities that work with specific editing concerns as well as reinforcing some material from the notes.
Rationale
This unit is meant to introduce students to the myriad processes that good writers follow as they write. For some students, the unit will give them the vocabulary to describe what they have always done as they write. For others, this will introduce them to new processes that they can adapt to their writing as they progress through the stages of creating a piece of writing. This is just an introduction to the ideas behind the writing process approach to writing; it is not all inclusive and must be followed by a writing project that has activities where students practice each stage of the process.
Unit Goals for “The Writing Process: An Overview”
Common Core Standards
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
Grades 9—10
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Grades 11—12
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and] revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Virginia Standards of Learning
11.6 The student will write in a variety of forms, with an emphasis on persuasion.
a. Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.
c. Organize ideas in a sustained and logical manner.
e. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
f. Revise writing for clarity of content, accuracy and depth of information.
11.7 The student will self- and peer-edit writing for correct grammar, capitalization,
punctuation, spelling, sentence structure, and paragraphing.
e. Adjust sentence and paragraph structures for a variety of purposes and audiences.
f. Proofread and edit writing for intended audience and purpose.
Additional Goals—to be started in this unit and carried through the next writing units
Students will plan an essay using prewriting strategies.
Students will revise an essay using five areas: ideas and development, organization, word choice, voice, and sentence fluency.
Students will edit an essay using a list of common errors.
Unit Contents
1. Teacher Booklet: Lesson Plans with Student Materials and Key
Table of Contents
Rationale and Unit Goals (Common Core and Virginia SOL) 1 `
Sentences 3
Rationale and Lesson Plan 3
Why Do We Do Sentences? 6
Sentences Week 1 8
Skill Sheet 8
Correction Sheets 10
Sentence Practice Sheets 16
Sentence Practice Rubric 22
Sentences Week 1 Quiz 24
Sentences Week 1 Quiz Key 26
Freewriting 28
Rationale and Lesson Plan 28
Freewriting 32
Freewriting Rubric 33
Preparing for the Unit 34
Short Writing 38
Overview of the Process 40
Academic Vocabulary 42
Word Study 48
Word Study Key 51
Crossword 1 54
Crossword 1 Key 55
Crossword 2 56
Crossword 2 Key 57
Introduction 58
Sequential versus Recursive Exercise 62
Sequential versus Recursive Exercise Key 65
Prewriting 67
Prewriting Activities 72
Prewriting for a Narrative Prompt 76
Prewriting for an Argumentative Prompt 80
Review for Test I 84
Test I 85
Test I Key 91
Sentences Week 2 96
Skill Sheet 96
Correction Sheets 98
Sentence Practice Sheets 103
Sentence Practice Rubric 109
Sentences Week 2 Quiz 110
Sentences Week 2 Quiz Key 112
Drafting 114
Drafting a Paragraph 119
Drafting a Paragraph Key 121
Revising 130
Rubric 136
Evaluating Two Passages 141
Evaluating Two Passages Key
Editing 146
Editing a Passage 150
Editing Log 154
Revision or Editing? 159
Sentences Week 3 161
Skill Sheet 161
Correction Sheets 163
Sentence Practice Sheets 168
Sentence Practice Rubric ` 174
Sentences Week 3 Quiz 175
Sentences Week 3 Quiz Key 177
Publishing 179
Formatting a Passage Instructions 183
Formatting a Passage:
Why I Enraged My Cross Country Coach 184
Formatting a Passage:
Why I Enraged My Cross Country Coach Key 185
Reflecting 186 Revisiting the Short Paper from the Beginning 190
Reflecting on the Unit 194
Sentences Week 4 195
Skill Sheet 197
Correction Sheets 202
Sentence Practice Sheets 208
Sentence Practice Rubric ` 209
Sentences Week 4 Quiz 210
Sentences Week 4 Quiz Key 212
Review for Test II 214
Review of the Process 216
Review of the Process Key 218
Test Review Sheet 220
Test II 224
Test II Key 227
Student Booklet Rubric 230
2. Student Booklet: Table of Contents
Sentences and Preparation for the Topic
Introduction to Sentences 1
Preparing for the Unit 3
Overview Notes 5
Academic Vocabulary
Notes 7
Word Study 9
Crossword 1 13
Crossword 2 14
History and Types of Processes
Notes 15
Sequential Process versus Recursive Process
Exercise 17
Prewriting
Notes 19
Prewriting Methods 21
Narrative Prompt and Prewriting Activities 23
Argumentative Prompt and Prewriting Activities 29
Review for Test I 33
Drafting
Notes 35
Drafting a Paragraph 37
Transition Exercise 39
Revising
Notes 41
What is a Rubric? 43
Revision Rubric 44
Two Passages to Evaluate 49
Editing
Notes 57
Editing a Passage 59
Editing Log 61
Revision versus Editing 63
Publishing
Notes 65
Formatting a Passage 67
Reflecting
Notes 69
Reflecting on the Unit Part I 71
Reflecting on the Unit Part II 73
Review of the Process 77
Review for Test II 79
Rubric for Grading this Booklet 82
Introduction and Rationale 1
Common Core Goals 2
Virginia SOL Goals 3
Teacher Booklet Table of Contents 4
Student Booklet Table of Contents 6
Grammar Practice: Sentence Correction Lesson Plan 7
Sample Questions from Test I 11
Sample Grouping (Prewriting) Complete 13
Student Grade Sheet for Unit 31
Note: Ways to Approach the Unit
I have given you three ways to set up this unit. The first is to give students the student booklet without the sentences included. For this, you would give out the sentence packets each week. This is the method that I use because I find it easier to grade the sentences week by week.
The second method is to give the students the student booklet with sentences.
The third method is to give the materials out piece by piece as you progress through the unit. I have provided individual handouts for every individual set of notes, each handout that they are to fill out, and each test review. These are in the folders labeled for the major topics of the unit.
The Writing Process: An Overview
Introduction
Every year, or twice a year on block schedule, students across the United States are marched into a central area in schools and given a test covering their writing— their understanding of the writing process and its application to a variety of writing projects, their ability to find and correct errors, and their ability to write an argumentative essay in response to a prompt. The following unit is just an introduction—a way to introduce students to the process that they will be applying to essays. As an introductory unit, I outline the writing process as described by Janet Emig and amended by other researchers. This overview begins their examination of their own writing processes. The process described in this unit also includes a sixth stage added to the original five stages—reflecting—that is meant to help students learn from each writing project and discern how a specific writing project can help them in future writing projects.
One of the important skills that this unit teaches is self-awareness of the way that we process writing. As English/Language Arts teachers, we need to teach our students metacognitive skills—the mental processes that will help them think about the way that they approach academic tasks. “The Writing Process” gives the students a scaffold they can use to observe their own process and make adjustments to become better writers.
Through my experiences teaching middle school, high school, and college, I have refined this overview to fit the academic writing required for all three levels. It is important to follow this overview with a writing project that makes them follow the process step by step—all stages in a single project—so that they will begin to see how the process works in general. As they work on more projects, they will begin to understand their own approach to writing, uncovering their own process as they work. In my high school classes, we proceed through additional units (“Standard Essay Structure,” “Writing a Narrative Essay,” “Writing an Argumentative Essay in Response to a Prompt,” and “Writing an Argumentative Essay based on Research from ProCon.org,”) so that the students will work through each of the stages of the process in a variety of ways. As they work through the creation of essays for these units, the students will begin to understand their own approach to writing, uncovering their own process as they work.
In addition to the “The Writing Process: An Overview,” I have included a group of daily sentence practice activities that work with specific editing concerns as well as reinforcing some material from the notes.
Rationale
This unit is meant to introduce students to the myriad processes that good writers follow as they write. For some students, the unit will give them the vocabulary to describe what they have always done as they write. For others, this will introduce them to new processes that they can adapt to their writing as they progress through the stages of creating a piece of writing. This is just an introduction to the ideas behind the writing process approach to writing; it is not all inclusive and must be followed by a writing project that has activities where students practice each stage of the process.
Unit Goals for “The Writing Process: An Overview”
Common Core Standards
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
Grades 9—10
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Grades 11—12
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and] revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Virginia Standards of Learning
11.6 The student will write in a variety of forms, with an emphasis on persuasion.
a. Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.
c. Organize ideas in a sustained and logical manner.
e. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
f. Revise writing for clarity of content, accuracy and depth of information.
11.7 The student will self- and peer-edit writing for correct grammar, capitalization,
punctuation, spelling, sentence structure, and paragraphing.
e. Adjust sentence and paragraph structures for a variety of purposes and audiences.
f. Proofread and edit writing for intended audience and purpose.
Additional Goals—to be started in this unit and carried through the next writing units
Students will plan an essay using prewriting strategies.
Students will revise an essay using five areas: ideas and development, organization, word choice, voice, and sentence fluency.
Students will edit an essay using a list of common errors.
Unit Contents
1. Teacher Booklet: Lesson Plans with Student Materials and Key
Table of Contents
Rationale and Unit Goals (Common Core and Virginia SOL) 1 `
Sentences 3
Rationale and Lesson Plan 3
Why Do We Do Sentences? 6
Sentences Week 1 8
Skill Sheet 8
Correction Sheets 10
Sentence Practice Sheets 16
Sentence Practice Rubric 22
Sentences Week 1 Quiz 24
Sentences Week 1 Quiz Key 26
Freewriting 28
Rationale and Lesson Plan 28
Freewriting 32
Freewriting Rubric 33
Preparing for the Unit 34
Short Writing 38
Overview of the Process 40
Academic Vocabulary 42
Word Study 48
Word Study Key 51
Crossword 1 54
Crossword 1 Key 55
Crossword 2 56
Crossword 2 Key 57
Introduction 58
Sequential versus Recursive Exercise 62
Sequential versus Recursive Exercise Key 65
Prewriting 67
Prewriting Activities 72
Prewriting for a Narrative Prompt 76
Prewriting for an Argumentative Prompt 80
Review for Test I 84
Test I 85
Test I Key 91
Sentences Week 2 96
Skill Sheet 96
Correction Sheets 98
Sentence Practice Sheets 103
Sentence Practice Rubric 109
Sentences Week 2 Quiz 110
Sentences Week 2 Quiz Key 112
Drafting 114
Drafting a Paragraph 119
Drafting a Paragraph Key 121
Revising 130
Rubric 136
Evaluating Two Passages 141
Evaluating Two Passages Key
Editing 146
Editing a Passage 150
Editing Log 154
Revision or Editing? 159
Sentences Week 3 161
Skill Sheet 161
Correction Sheets 163
Sentence Practice Sheets 168
Sentence Practice Rubric ` 174
Sentences Week 3 Quiz 175
Sentences Week 3 Quiz Key 177
Publishing 179
Formatting a Passage Instructions 183
Formatting a Passage:
Why I Enraged My Cross Country Coach 184
Formatting a Passage:
Why I Enraged My Cross Country Coach Key 185
Reflecting 186 Revisiting the Short Paper from the Beginning 190
Reflecting on the Unit 194
Sentences Week 4 195
Skill Sheet 197
Correction Sheets 202
Sentence Practice Sheets 208
Sentence Practice Rubric ` 209
Sentences Week 4 Quiz 210
Sentences Week 4 Quiz Key 212
Review for Test II 214
Review of the Process 216
Review of the Process Key 218
Test Review Sheet 220
Test II 224
Test II Key 227
Student Booklet Rubric 230
2. Student Booklet: Table of Contents
Sentences and Preparation for the Topic
Introduction to Sentences 1
Preparing for the Unit 3
Overview Notes 5
Academic Vocabulary
Notes 7
Word Study 9
Crossword 1 13
Crossword 2 14
History and Types of Processes
Notes 15
Sequential Process versus Recursive Process
Exercise 17
Prewriting
Notes 19
Prewriting Methods 21
Narrative Prompt and Prewriting Activities 23
Argumentative Prompt and Prewriting Activities 29
Review for Test I 33
Drafting
Notes 35
Drafting a Paragraph 37
Transition Exercise 39
Revising
Notes 41
What is a Rubric? 43
Revision Rubric 44
Two Passages to Evaluate 49
Editing
Notes 57
Editing a Passage 59
Editing Log 61
Revision versus Editing 63
Publishing
Notes 65
Formatting a Passage 67
Reflecting
Notes 69
Reflecting on the Unit Part I 71
Reflecting on the Unit Part II 73
Review of the Process 77
Review for Test II 79
Rubric for Grading this Booklet 82
Total Pages
208 (teacher) 112 (student) plus PowerPoints and Notebook files
Answer Key
Included
Teaching Duration
3 Weeks
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