The Writing Process
Learning Objectives: Prewriting
1
Identify a Problem
Identify a specific problem related to environmental awareness and preservation and brainstorm possible solutions.
2
Describe the Situation
Describe the specific situations where the problem exists, the target readers of the problem solution essay, and the purpose for writing it.
Learning Objectives: Drafting
1
Determine Thesis
Determine one's thesis as the central idea of the essay.
2
Gather Support
Gather facts and informed opinions (texts and images) to support the central idea.
3
Write Essay
Write a problem-solution essay based on the central idea and supporting details.
4
Propose Solution
Draw a convincing solution to the identified problem.
Learning Objectives: Revising
Revise for Clarity:
-Revise the draft for clarity of main idea and validity/verifiability of supporting details.
Learning Objectives: Editing
1
Edit for Correctness
Edit the grammar, word choice, and writing mechanics of the problem-solution essay.
Learning Objectives: Publishing
Publish Multimodal Text
Publish a multimodal problem-solution text for one's purpose and audience in any of the following:
-Digital or printed brochure
-Digital or printed pamphlet
-Digital or printed posters
-Social media posts (Facebook, Instagram, etc.)
Activating Prior Knowledge: Welcome to Memory Shore!
The teacher shows a variety of image cut-outs related to the sea using the image of a shore as a background. Attached on the cut-outs are words from their previous lesson such as: Problem-Solution Expository Essay, Linguistic Features, Transition Markers, Facts, Opinion, and Claims.
Activating Prior Knowledge: Welcome to Memory Shore!
The teacher asks the students to recall what they have learned from the previous lesson or any insights and realizations related to any of the words posted/ projected on the board. He or she gives the students a moment to think and then asks for volunteers to share their answers with the class.
Yesterday's Tides: The Highs and Lows
Reflection Activity
-The students work in pairs and briefly reflect on all the learning activities and assessment tasks they accomplished from their previous lesson. Each student chooses one learning activity or assessment task in which they think they performed well and poorly.
Listing Reasons
-On their notebooks, they list down three reasons as to why they think they were able to do extremely well and three reasons why they think they performed poorly. Each pair will compare their answers and note any similarities or differences.
Yesterday's Tides: The Highs and Lows
Improvement Plan
-After a brief discussion, each student jots down idea/s on how they can improve or maintain their learning performance.
Use the table below as a reference:
MY BEST MOMENT…
I COULD DO A LITTLE BETTER HERE…
NEXT TIME I WILL…
Lesson Purpose: Island of Ideas
-“The classroom is a barren island, and your ideas are the valuable resources needed to keep it habitable. Share your thoughts, young adventurers of learning!”
Lesson Purpose: Island of Ideas
Analyzing Ocean Pollution Images
The teacher shows the images above to the students and asks them with the following questions:
1. Image Description
-What can you say about the images? How will you describe each image?
2. Similarities
-Are there any similarities between or among the images? If yes, what are they?
3. Message
-What do you think is the message being conveyed through these images?
4.Essay Structure
-If you were asked to craft your own expository essay, which type of text structure would you use to share information and awareness about the issue being conveyed in the images?
Unlocking Content Vocabulary: Wharf of Words
Unlocking Content Vocabulary: Wharf of Words Answers
Across:
2. Revising
3. Prewriting
5. Drafting
Down:
1. Publishing
4. Editing
Reflecting on Vocabulary
1
Familiarity
-Are you familiar with the words you have unlocked in the crossword puzzle game? How familiar are you with these words?
2
Practical Application
-Do you have any idea on how these words are applied practically?
3
Expectations
-Knowing that these words are important terminologies in our lesson, what are your expectations for this session?
What is the Writing Process?
Definition
-Writing process is a series of steps that writers follow to create well-structured and polished pieces of writing
What is the Writing Process?
Stages of Writing
-Prewriting
-Drafting
-Revising
-Editing
Prewriting Stage
Definition
This is the preparation stage where writers generate ideas, gather information, and organize their thoughts before writing.
Prewriting Stage
Key Points
-Prewriting is the process of coming up with ideas for your essay.
-This is not formal, polished writing.
-There are many prewriting techniques, but we will be discussing: Brainstorming, Freewriting, Clustering, and Outlining
Prewriting Technique: Brainstorming
Prewriting Technique: Freewriting
Prewriting Technique: Clustering
Definition
Clustering is a way of narrowing your thoughts by connecting your ideas. It's great for visual learners.
Topics to Choose From
1
Who knows me best?
2
What do I worry about?
3
Something this school really needs is ...
4
Why are soap operas so popular?
5
An unforgettable dream
6
My worst vacation
7
My first concert
Prewriting Technique: Outlining
Definition
-Outlining comes after you already have the ideas for your paper. It is a way of laying out your thoughts before you begin writing.
Prewriting Technique: Outlining
How to Outline
-Use bullet points to write down each concept
-Organize ideas in the order you want to mention them
-Use Roman numerals for main ideas, letters for supporting points
-Be flexible - you can always revise your outline later
Drafting Stage
Definition
At this stage, writers begin putting their ideas into sentences and paragraphs. The focus is on getting ideas down rather than perfection.
Drafting Stage
Key Points
-The draft is the first attempt to organize information.
-Typically called a rough draft for a reason.
-YOU WILL MAKE MISTAKES!
-Your essay structure does not need to be perfect.
Revising Stage
1
Definition
This stage focuses on making the content stronger by reorganizing ideas, adding more details, and ensuring clarity and coherence.
Revising Stage
1
Key Points
-Reworking your essay so that the ideas are expressed in the best way possible.
-Revising is not the editing stage.
Revising Strategies: ARMS
Editing Stage
Definition
-Editing focuses on correcting grammar, punctuation, spelling, and sentence structure.
Editing Stage
Key Points
-Editing is eliminating punctuation, grammar, and spelling mistakes.
-Should be saved for the end of the writing process.
-Spell Check can be a false friend!
Publishing (Finalizing & Sharing) Stage
Definition
-The final step is preparing the work for submission or presentation. This could mean printing it, submitting it online, or sharing it with an audience.
Publishing (Finalizing & Sharing) Stage
Key Points
-Formatting according to guidelines (e.g., APA, MLA, or a specific layout).
-Adding visuals (if necessary).
-Reviewing everything one last time before submission.
Why Follow the Writing Process?
1
Helps writers stay organized and focused.
2
Encourages creativity while ensuring clarity and accuracy.
3
Reduces stress by breaking writing into manageable steps.
4
Results in a high-quality final product.
Introducing the Writing Process: Activity
1
Explain the Stages
-Explain the five stages: Prewriting, Drafting, Revising, Editing, and Publishing
2
Visual Aid
-Use a simple graphic organizer to illustrate the cycle.
Prewriting Activities
Brainstorming Web
-Have students jot down ideas in a web or cluster map.
KWL Chart
-What they Know, Want to Know, and Learned about a topic.
Outlining
-Guide them in structuring their thoughts logically.
Drafting Activities
Quick Writes
-Give prompts and time students to write continuously.
Pair Writing
-Students draft a paragraph and exchange with a partner for feedback.
Sentence Starters
-Help struggling writers begin their ideas.
Revising Activities
Peer Review
-Teach students to give constructive feedback.
"ARMS" Strategy
-Add, Remove, Move, Substitute words or ideas.
Color Coding
-Highlight topic sentences, supporting details, and transitions.
Editing Activities
"CUPS" Strategy
-Focus on Capitalization, Usage, Punctuation, and Spelling.
Proofreading Puzzles
-Give error-filled texts for students to fix.
Editing Checklist
-Have students self-check their work before submission.
Publishing Activities
Author's Chair
-Let students read their work aloud.
Class Blog or Bulletin Board
-Showcase their best pieces.
Writing Portfolio
-Encourage students to track their writing growth.
Deepening Understanding: Reflection Activities
1
Writing Journals
-Let students reflect on their writing progress.
2
Compare Drafts
-Show how revision improves clarity and effectiveness.
3
Real-World Writing Tasks
-Assign letters, essays, or stories with authentic purposes.
Worksheet:
Synthesis/Extended
�What you have learned�In a one sheet of paper write something you understand about the lesson we discussed today.
Evaluating Learning: Quiz
Directions: Choose the correct answer for each question. Circle the letter of your answer.
1.Which of the following is NOT part of the prewriting stage?
a) Brainstorming ideas�b) Organizing thoughts�c) Writing the final draft�d) Researching the topic
2.What is the main purpose of prewriting?
a) To organize ideas before writing�b) To correct spelling and grammar�c) To print and share the work�d) To write the conclusion
3.Which of the following is a common prewriting technique?
a) Proofreading�b) Editing grammar�c) Freewriting�d) Printing the final draft
4.During the drafting stage, a writer should focus on:
a) Writing a polished, error-free essay�b) Getting ideas down on paper�c) Checking for punctuation errors�d) Submitting the final draft
5.What is the first step in the prewriting stage?
a) Writing a rough draft�b) Gathering ideas�c) Revising content�d) Publishing work
Quiz Answers and Conclusion
1.c) Writing the final draft
2.a) To organize ideas before writing
3.c) Freewriting
4.b) Getting ideas down on paper
5.b) Gathering ideas
Thank You!