Instructional Toolkit: Writing Tool Analysis

My writing process, no matter what, always includes brainstorming, rough drafts and proofreading. When I receive an assignment I read the question over what feels like a million times till I fully understand what it is asking. I will make notes on the handout and as soon as ideas come to my mind i will jot them down, even if I do not end up using them. As soon as I get ideas i role with it, even if I have to go back in the end and change everything. Rough drafts come next. I like to write them out first so i can scribble and make notes to myself and fill things in when i need to. I write in pen so sometimes by drafts can be more rough then they should be, but that is how i like it. After my essay is all finished I proofread, many many times.

While attending writing class, I learned about the 4 steps in writing, bases for revising, organizing, and connecting specific information, and I also learned about the different types of essays such as descriptive, narrative, process, cause and effect and argumentative essay. I have been a student at Milwaukee Area Technical College for 1 semester, and over the course of my enrollment I have grown and learned more that I knew prior to attending this writing course. Participating in this writing class has taught me so much more than stuff about literature and language, it has taught me another way of expressing myself. I have learned here how to write and express myself, how to think for myself, and how to find the answers to the things that I don 't know. Most importantly I have learned how important technique, outlines and organization are. My goal in this paper is to inform writers about how my writing skills have improved.

The Capella University writing process includes four main parts. First, there is a prewriting, which allows the student to generate ideas of what the content of the assignment will be (Capella University, 2017). This step creates the audience and the purpose of the assignment. The next step is drafting the assignment, which allows the student to document the evidence that supports the main ideas (Capella University, 2017). This step is important because it helps determine if the evidence presented strongly supports the topic. The next step of the writing process is revising, which allows the student to make changes that will strengthen the content of the assignment (Capella University, 2017). Revising is another important step that

Students are subjected to write an array of essays, but they lack the required tools needed to effectively deliver a great paper. They are struggling to write and teachers are needing to design and conform to their current student’s needs. New methods are created and implemented in order to execute the daunting task of learning how to write a well-developed paper. Practical recommendations are brought forth for teachers to use and good teachers will learn to design instruction and activities based on suitable references. Teachers must set goals and deliver their lesson with specific strategies to meet their objectives. They must learn to improve skills dramatically by observing and modifying the students. Teachers must plan strategies in order to help the struggling students catch up or exceed in their writing skills. They must learn to motivate their students by keeping them engaged throughout the writing process if not they risk losing the student’s ability and focus to do better.

The writing process is something that you figure out yourself as you go through school. I personally think that is why they make us take English for so many years. Through the years, I found that some teachers forced you to write certain ways. I believe that

What is the Writing process?The writing process is what you will need to go by when writing for essays and future classes.I have included a few tips throughout this template to help you get started. • You will need to identify the components of a basic sentence.• You will need to be able to identify the four most serious writing errors.• Define subject-verb agreement.• Identify common errors in subject-verb agreement.• Recognize regular and irregular verbs• Use regular and irregular verbs correctly in basic sentences.

In chapter 9, Writing Across the Curriculum, the process of reading and writing was investigated and explained in comparison to one another. The reading-writing connection focuses on drawing from students’ prior knowledge and cognitive processes in order to build learning. The authors mentioned that the writing process is a strong tool for exploring and clarifying meaning and the two major instructional components used are writing to learn (WTL) and writing in disciplines (WID). The chapter also focused on the subareas of academic journals and writing disciplines.

When you have completed your exam and reviewed your answers, click Submit Exam. Answers will not be recorded until you hit Submit Exam. If you need to exit before completing the exam, click Cancel Exam. Questions 1 to 20: Select the best answer to each question. Note that a question and its answers may be split across a page break, so be sure that you have seen the entire question and all the answers before choosing an answer.

Students are instructed on how to develop and organize their writing by developing a plan or out line to follow. Teachers should discuss with their students how to effectively plan out their writing strategy. Students need to be taught to question themselves about the purpose of their writing. Questions like; “Who am I writing for?” or “How will I organize my thoughts?” are two general examples. Gersten mentions the importance and purpose of the first draft and how it provides a concrete reminder for where the writing is going. The plan and its draft provide a common language for teacher and students to share making communication easier. He also speaks of the strengths of the revision process. Gersten illustrates how peer-editing can be a useful tool to employ during writing.

Pre and post intervention semi-structured interviews were conducted in a side room on the school grounds, approximately 4m x 10m, that was familiar, warm and quiet. The purpose of the interview was to establish students’ perceptions and knowledge of writing and revising processes. The

Throughout life, one tends to experience change at unceasing rates. Whether it is in one’s professional or personal life, adjustments are always made in the world and its inhabitants. One of the most common sources of alterations is an individual’s academic career. In schools, students learn, develop, and expand into new sorts of people. As once stated by George Bernard Shaw, “Progress is impossible without change, and those who cannot change their minds cannot change anything” (“George Bernard…”). It is because modifications are required in advancement that educators often encourage students to alter their tactics to succeed in a scholarly setting. For examples, English teachers often allow their

In the article, “What Is Academic Writing?,” L. Lennie Irvin writes that what brings the difficulties that understudies need to face when they are required to create their own composed writing work assignment. The author claims to be succeed in the writing depends students most understand and approach the writing tasks. Although most of Irvin’s strategies are useful, the one strategy that is helpful to students is

The writing the process has four steps it, is prewriting, drafting, revising, and editing. When you prewrite, which is the first phase of the writing process you will be outlying, to see what you want to write, and talk about in your paper. After you finish prewriting, you will move to the second step of the writing process, which is drafting. In the drafting process, you are producing a rough version, of how your final essay will look like, and when you're doing a draft you can also expand the points of your outline, in each paragraph. The third step in the writing process is revising.

The first step in the interactive writing process is to provide active learning experiences. Because students share countless mutual experiences at school, there’s a lot to choose from to write about during interactive writing. Reading and responding to a story the teacher has read is another way to share a learning experience. Lastly, allowing students to share personal experiences from their home life and community initiates a writing experience. Whatever way a teacher decides to start a writing experience, it’s imperative that students are engaged in the process and that the teacher is pulling from students’ prior knowledge of an experience they shared together. Establishing the topic comes next in the interactive writing process. The topic for the interactive writing activity comes by way of the students’ joint common experience. Teachers facilitate a discussion with students around their shared experience as they form sentences they will later put on paper. During this time, the teacher emboldens students to express themselves in ways that implicitly capture their experience. Composing the text, or negotiating, follows establishing the topic in the interactive writing experience. During this step, the teachers and students decide how they will say what they want to write. The wording and phrasing is a ‘coconstructuve’ effort between the teacher and students. As always, the teacher facilitates a discussion to develop a story or a sentence. Once a collective decision is made, the teacher has the students repeat what they will write numerous times before beginning to write. This is done so the students remember the sentences and can predict the following word when it comes time to write. Writing the text, or constructing, is the fourth step of the interactive writing process. While writing, the teacher and

7 Given various approaches to the writing process, utilize and demonstrate various techniques designed to aid in the writing process.