Introduction
You are about to embark on a journey into to the world the writing process. The Writing Process describes the different stages that all writers go through to create a final piece ofwriting. It is called a process because no two people use it in the same way. This is why writing is such anadventurous activity. Coming up with creative and original ideas is the criteria needed to be a successful writer.Using the links provided, your journey will help you discover the writing process and then write your paper.
Good luck, and let's begin!
Task
Now it is time to prepare for the adventure and accept the challenge!
Complete this WebQuest and you will gain valuable knowledge and experience with the writing process. Upon completion, you will submit the finished work by sending it to my email (alaa.h.altarakieh@hotmail.com) .
The main thing to keep in mind is that this adventure will not be successful if you do not adhere to the process. In other words, the goal is to complete the task at hand which is to follow the writing process through each step and at the end of the journey there will be a finished writing piece.
Process
Step 1:
First, you will be assigned a computer. You will have 2 computer lab days to finish this project. If you cannot complete the task by the end of the second day, you will have to work on it at home. I would recommend researching and completing the webquest on day one.
Step 2:
You will now begin your research on the writing process. You will use the websites listed below in order to ensure a better understanding of the writing process. The websites for you to use are listed in the order that you should view them.
If you feel confident about your understanding of the writing process, please proceed to the next step. If not, feel free to ask questions or to review the websites again.
https://www.youtube.com/watch?v=71Y2uIyJM4g
step 3:
Now let’s began
1-Prewriting:
Prewriting is everything you do to prepare for writing your first draft.
The purpose of prewriting is to get you ready to write. This is when you:
- warm up
- gather and organize ideas
- research
- choose a topic
- identify your audience
- identify the purpose of the piece of writing
- pick the appropriate genre based on the purpose, audience
- and tone you want to use.
- share your ideas with classmates, family and teachers
- narrow or broaden your topic
*most importantly - this is when you use your imagination and get all your ideas down on paper*
There are many different types of prewriting. You can do anything from create a list to conduct major research. Mrs. Farnum will use many different examples throughout the school year - it's up to you to decide which types of prewriting you are most comfortable with.
If you want took at this link for more explanation
https://www.youtube.com/watch?v=PVJIa3J0LvE
2-Drafting:
Drafting is when you focus on getting your story or research down on paper.
During the drafting stage, you should not spend a great deal of time worrying about spelling, punctuation, grammar, and capitalization - this is the stage when you just focus on your story and its purpose. Here are some things to consider when creating your first draft:
genre
theme
purpose
a lead that grabs your readers' attention
address your audience
emphasize content rather than mechanics.
• you must do the following on all drafts of your writing:
write your name, the date, section, and teacher in the upper
left hand corner
label your paper "Rough Draft" on the title line - centered
skip lines for all your draft
• You can see this video to help you with this step httpshttpshttps://www.youtube.com/watch?v=08JlbcVx3OQ
3-Revising:
Revising is the stage when you wil focus on refining your ideas in the composition. You will emphasize meeting the needs of readers by adding, substituting, deleting and rearranging your writing. The word revision means to "see again" and that is exactly what you are doing. You are trying to take a second (third, fourth, and so on) look at your writing to see if it makes sense. The key to revising success is rereading your paper several times.
During the Revising stage, you will first self-revise and then revise it by a college or a family member You should focus on the following:
creating unity word choice
clarifying confusing parts point of view
omitting unecessary parts
including important details
considering your audience and purpose
create a tone that's appropriate for your story
check for meaning
Revision Tools:
* ^ use a caret to insert needed words and/or sentences
* use an arrow to move text to different parts of your stor
* X cross out any words/sentences/ paragraphs to delet
*use scissors and tape to cut out and rearrange text
* use asterisks or other symbols to add large text from another
page
*spider legs: compose new writing on separate thin pieces of
paper and attach them where needed
* use a highlighter to group related sentences or phrases to be
put together
4-Editing:
During the editing stage you will try to get your writing ready for final form. Up until now, your focus has been primarily on ideas and content. You will now focus on mechanics, usage, grammar, spelling, punctuation and other errors. Another term often used in the Editing Stage is Proofreading.Just like the Revising Stage, the Editing Stage uses classmates, family members and teachers as resources.
You should focus on the following:
spelling subject/verb agreement
grammar using the right tense
mechanics correct use of quotations
usage correct use of possessives
punctuation
capitalization
paragraphing
Once you have self-edited, you have several choices:
ask another student to peer edit your paper or
have a parent or family parent edit your paper
You may want to review this video for maor information https://www.youtube.com/watch?v=wielBnB5cDw
Editing Tools:
• = underline letters that need to be capitalized
• ^ use a caret to insert needed words and/or sentences
X cross out any words/sentences/ paragraphs to delete
• use a highlighter to point out words that need to be changed
• circle/highlight/sp. words that are misspelled
add any needed puctuation marks and circle them
5-Publishing:
Writing is communication—if you have written something, you must have intended for someone to read it, even if that person is only yourself. When you publish a document, you are releasing it to the public for others to read. Not all of your writing will be taken through the publishing stage, but even turning a paper in to your teacher constitutes “publishing.” Ways to publish your writing include: Turning in a paper to your teacher.
- Entering an essay contest.
- Sending a letter to the editor.
- Writing for your school newspaper, yearbook, or literary magazine.
- Posting a piece of writing on the Internet.
- Writing a letter to a public official or company.
- Submitting your work to a young writer's magazine. Some of these include:
Merlyn’s Pen
Cicada
Teen Ink
You will publish your paper by sending it to me and by doing your presentation
Evaluation
|
|
A (4) |
B (3) |
C (2) |
D/F (1/0) |
|
Focus: Purpose |
Purpose is clear |
Shows awareness of purpose |
Shows limited awareness of purpose |
No awareness |
|
Main idea |
Clearly presents a main idea and supports it throughout the paper. |
There is a main idea supported throughout most of the paper. |
Vague sense of a main idea, weakly supported throughout the paper. |
No main idea |
|
Organization: Overall |
Well-planned and well-thought out. Includes title, introduction, statement of main idea, transitions and conclusion. |
Good overall organization, includes the main organizational tools. |
There is a sense of organization, although some of the organizational tools are used weakly or missing |
No sense of organization |
|
Organization: Paragraphs |
All paragraphs have clear ideas, are supported with examples and have smooth transitions. |
Most paragraphs have clear ideas, are supported with some examples and have transitions. |
Some paragraphs have clear ideas, support from examples may be missing and transitions are weak. |
Para. lack clear ideas |
|
Content |
Exceptionally well-presented and argued; ideas are detailed, well-developed, supported with specific evidence & facts, as well as examples and specific details. |
Well-presented and argued; ideas are detailed, developed and supported with evidence and details, mostly specific. |
Content is sound and solid; ideas are present but not particularly developed or supported; some evidence, but usually of a generalized nature. |
Content is not sound |
|
Research (if assignment includes a research component) |
Sources are exceptionally well-integrated and they support claims argued in the paper very effectively. Quotations and Works Cited conform to MLA style sheet. |
Sources are well integrated and support the paper’s claims. There may be occasional errors, but the sources and Works Cited conform to MLA style sheet. |
Sources support some claims made in the paper, but might not be integrated well within the paper’s argument. There may be a few errors in MLA style.. |
The paper does not use adequate research or if it does, the sources are not integrated well. They are not cited correctly according to MLA style, nor listed correctly on the Works Cited page. |
|
Style: Sentence structure |
Sentences are clear and varied in pattern, from simple to complex, with excellent use of punctuation. |
Sentences are clear but may lack variation; a few may be awkward and there may be a few punctuation errors. |
Sentences are generally clear but may have awkward structure or unclear content; there may be patterns of punctuation errors.
|
Sentences aren’t clear |
|
Style: Word choice, Tone |
There is clear use of a personal and unique style of writing, suited to audience and purpose; the paper holds the reader’s interest with ease. |
There is an attempt at a personal style but style of writing may be awkward or unsuited to audience and purpose; the reader may lose interest in some sections of the paper. |
There is little attempt at style; reads as flat and perhaps uninteresting in content, which is usually generalized and clichéd. |
No attempt at style |
|
Style: Details and Examples |
Large amounts of specific examples and detailed descriptions. |
Some use of specific examples and detailed descriptions. May have extended examples that go on for too long. |
Little use of specific examples and details; mostly generalized examples and little description. |
No use of examples |
|
Grammar & Mechanics |
Excellent grammar, spelling, syntax and punctuation. |
A few errors in grammar, spelling, syntax and punctuation, but not many. |
Shows a pattern of errors in spelling, grammar, syntax and/or punctuation. Could also be a sign of lack of proof-reading. |
Continuous errors |
Conclusion
Congratulations on completing the Writing Process Webquest!
Great work!
Credits
Teacher Page
This Web-quest was design with the young writers from age 9- 12. It focuses on the use of the Writing Process Method use by various type of writers from beginners to published authors.
This web-quest can be used with other materials or a a home work help center that a teacher can send student to be better acquainted with the Writing Process and the teacher should feel free to give students appropriate assignments to execute the Writing Process.