Week One #2

I have always viewed reading and writing processes as very similar. My undergrad, masters program, and teaching experience have exposed me to a writing process that begins with noticing, drafting, revising, editing, and publishing. The first step in both the reading and writing processes is activating prior knowledge and setting a purpose. During the reading process discoveries are made, and this correlates to the noticing process in writing. From there writers move into a drafting stage. Readers are making connections and relating what they already know to the text in front of them, while writers are drafting thoughts without worrying about conventions or craft into their writer’s notebooks. The purpose of discovering in reading and writing is to uncover thoughts, feelings, and details (Elliot, 2008).

 Once discovery has happened through reading, and drafts and noticings have been produced, the next step is revision and editing. This part of the writing process differs from the reading process. In the reading process, the reader can go back and revisit or reread passages.  During the writing process, the writer must reread and revise his or her writing. During this time the writer must approach the rough draft with an editorial eyes, identifying and deleting subject matter and material (Fletcher & Portalupi, 2001). “Revision involves structural changes to a text or macro editing –refining content and creating structure by organizing ideas and themes (Nagin, 2006, pg. 26). Editing prepares a piece of writing for the final presentation or published piece. “The process is more important than the finished product-we are teaching the writer, not trying to perfect his or her piece of writing” (Elliot, 2008, pg. 57). The publishing piece of the writing is more about audience and format (Elliot, 2008). A published piece is about giving the writing to someone for them to display or read. After publication or presentation, the ultimate goal is for the individual to develop a process through reading and writing that enables him or her to become independent at both.

References:

Elliot, Janet. (2008). Using a Writer’s Notebook in Grades 3-8. Urbana, IL: National Council of Teachers of English.

Fletcher, Ralph & Portalupi, JoAnn. (2001). Writing workshop: the essential guide. Portsmouth, NH:Heinemann.

Nagin, C. & National Writing Project. (2006). Because writing matters. San Francisco, CA. Jossey Bass.