Writing Process #4-Editing

After I had revised my informational essay, I went through it specifically looking for grammatical errors, and syntax errors. I added in the correct citations for each quotation, and made a Bibliography. I made sure the two copies of my drafts were included in my document, and were accurate representations of my work, and saved them all. As for my narrative essay, I went through much of the same process in editing it. I found some grammatical and syntax errors, as well as some misspelled names. I added in the short Italic description underneath the title. Finally, I made sure the two copies of my drafts were included in my document, accurately represented my work, and saved them all.

Writing Process #3- Revising

After I had written most of my informational essay, I began the revising process. I started with adding more information into the introductory and concluding paragraphs. I also added more detail into the descriptions of my quotations. I took out many sentences that seemed redundant after providing the quotes, and tried to explain them in a different way. I moved two quotes around, as I found that they fit better into different areas of the text, than in their previous spot. Finally, I added in clearer transitions between the paragraphs. After I had written most of my narrative essay, I went back through it to alter some phrasing. I did additional research on terms and phrases from that time period and changed some sentences around, as I wanted it to be as historically accurate as possible. I decided not to use very difficult words, however, for I wanted younger students to be able to comprehend the text. I also added in some real dates and characters that I thought would be more interesting.

Writing Process #2- Moving from Planning to Writing

After I had made my outline for my informational essay, I began writing my thoughts and explanations down within the categories. I wanted to keep the categories and the ideas separate, so as to make sure each one was answered properly. I tried to write approximately two paragraphs for each category. After some time, I began connecting the quotes I had written down, into my thoughts. I found this went quite well, as the quotes served to corroborate what I had written. I then wrote a (very) short introduction and conclusion paragraph. I got rid of the categories (they were underlined and in Bold) and made the paper flow. Finally, I titled it "Draft," and decided to revise it the following day. For my narrative essay, I began by searching up proper words and terms that were used during the Pilgrim's time. I used my outline, and my notes on the historical accuracy, and began writing as one would with a diary entry, albeit with outdated phrasing. After some time, I found that I wanted the story to focus on different events than what I had previously outlined. Specifically, I wanted it to center more around the preparations for Thanksgiving the day before, rather than events the many months before. I began writing towards the Thanksgiving events and found my narrative more interesting. I titled it "Draft," and decided to revise it the following day.

Writing Process #1- Pre-Writing and Planning

To begin the writing process, both with my informational and narrative essays, I began with an outline. This is the simplest way for me to begin visualizing and plotting where I want my essay to go, and what points I want to include. With my informational essay, I started by reading the provided articles, as well as the one other article that I found on "The Reading Teacher." I then pulled some quotes that I found rather important, and grouped them into their appropriate categories in my outline. My outline included three main body paragraphs in addition to the introduction and conclusion: define the genre, why is it important, and strategies for teaching and reading this genre. I chose 2-3 quotes per category. For my narrative essay, I made an outline that concerned what events, characters, and settings I wanted to include in my paper. I then researched different types of historical fiction for young children and wrote down some ideas for my paper. I decided upon a first person narrative, in the style of a diary entry, written from the perspective of an English, female Pilgrim. Finally, for both essays, I set about 2-4 goals that wanted to have accomplished by the final drafts. They included the length of the paper, grammatical concerns, amount of information, and the depth of information.

Write about writing.

Writing can take multiple forms, all of which are difficult. There are essays, blog posts, poems, critiques, arguments, novels and countless more. Over time, and through many years of schooling, I have learned that no matter the form, writing is difficult. It almost always takes more time than you have, more thought and creativity than you can think of, and more patience than you can maintain. You must keep in mind the rules of grammar,spelling and syntax when composing any form; and without a doubt, that sentence you rewrote five times, still does not fit into the context of your essay. Writing is not for the weak-minded. While countless individuals can put ink on a page, or type up words into paragraphs, only a few can make their writing truly mean something. Whether it is to argue a point, evoke emotion, or to tell a story, every form of writing's main purpose is to show meaning. If you can muster through the time, build your confidence, find the creativity, and push past your patience, then perhaps you have what it takes to write. As teachers, we are one of the first influences that a child has with writing. Thus, it is imperative that we foster a positive attitude on writing (and it's importance) into as many students as possible. It is our duty to support literacy growth in all of our students and to make meaning out of their words. The next great novelist or journalist may very well be a student in our class. The first step in this process is in building their confidence. A skilled writer believes that they can write (even if they aren't that skilled). Secondly, teachers should incorporate writing into as many disciplines as possible throughout the day and continually support students in their growth. Finally, they should strive to model both good writing and positive attitudes on writing.