This document summarizes key principles for effective teaching of writing. It discusses that:
1) Everyone has the capacity to write and become better writers with instruction. Teachers should be well-versed in composition theory and provide support through carefully designed writing lessons.
2) People learn to write by writing frequently - through drafting, revising, and practicing different writing strategies. Teachers should provide ample opportunities for in-class and out-of-class writing.
3) Writing is a process involving drafting, revising, and refining over time. Teachers should guide students through this process and help them identify strategies that work best for different writing situations.
Process writing involves generating ideas, organizing them, drafting, reviewing, and rewriting. It is an iterative process that helps students improve. Controlled writing starts with copying or manipulating sentences to build confidence before moving to free writing. The paragraph pattern approach focuses on organization, analyzing sample paragraphs and essays. The communicative approach stresses purpose and audience. Writing should be a communication with others, not just the teacher. Different genres are studied through examples and imitation before students produce their own.
1. The document discusses the five stages of the interactive writing process: pre-writing, drafting, revising, rewriting, and publishing. It provides examples of how to implement each stage in an EFL classroom.
2. Students are introduced to the six traits for evaluating writing: ideas, organization, word choice, voice, sentence fluency, and conventions. They work in pairs to discuss the traits.
3. The writing workshop framework is explained as a way to organize the writing process in the classroom. Key components are the minilesson, work time, and sharing. During work time, students write independently while the teacher conferences.
The document discusses several approaches to teaching student writing:
Process writing focuses on the writing process including generating ideas, organizing, drafting, reviewing, and rewriting. It emphasizes multiple drafts and feedback.
The controlled-to-free approach starts with controlled writing to build confidence before moving to free writing.
Free writing emphasizes quantity over quality through frequent low-stakes assignments to help students overcome fears of making mistakes.
The paragraph pattern approach analyzes paragraph structure and organization to teach students how to write cohesive paragraphs and essays.
The communicative approach stresses the purpose and audience of writing to encourage communication beyond just the teacher. It also focuses on providing feedback on content.
Creative writing
This document outlines approaches to writing assessment in schools. It discusses the purpose of writing assessment, which is to identify skills that need improvement, monitor student progress, and guide instruction. It also covers types of writing like informative, expressive, and persuasive pieces. Assessment methods discussed include process writing, rubrics to evaluate content, clarity, and mechanics, self-assessment using tools like checklists, peer assessment through activities like conferencing, and portfolio assessment to track growth over time. The document emphasizes using a variety of informal and formal assessments to obtain a well-rounded picture of students' abilities and inform instruction.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
This document outlines approaches to writing assessment. It discusses the nature of writing in schools, types of writing like informative, expressive, and persuasive. It also covers writing genres, instructional approaches like process writing and writing across curriculums. It describes criteria for writing assessment, types of scoring, stages of writing development, and the uses of self, peer, and portfolio assessments. The document emphasizes that authentic assessments benefit students when utilized across curriculums through activities like summaries, journaling, and letter writing.
A summary of skills needed by online tutors, concentrating on encouraging student motivation, moderating synchronous and asynchronous discussions and course format considerations.
This document summarizes key principles for effective teaching of writing. It discusses that:
1) Everyone has the capacity to write and become better writers with instruction. Teachers should be well-versed in composition theory and provide support through carefully designed writing lessons.
2) People learn to write by writing frequently - through drafting, revising, and practicing different writing strategies. Teachers should provide ample opportunities for in-class and out-of-class writing.
3) Writing is a process involving drafting, revising, and refining over time. Teachers should guide students through this process and help them identify strategies that work best for different writing situations.
Process writing involves generating ideas, organizing them, drafting, reviewing, and rewriting. It is an iterative process that helps students improve. Controlled writing starts with copying or manipulating sentences to build confidence before moving to free writing. The paragraph pattern approach focuses on organization, analyzing sample paragraphs and essays. The communicative approach stresses purpose and audience. Writing should be a communication with others, not just the teacher. Different genres are studied through examples and imitation before students produce their own.
1. The document discusses the five stages of the interactive writing process: pre-writing, drafting, revising, rewriting, and publishing. It provides examples of how to implement each stage in an EFL classroom.
2. Students are introduced to the six traits for evaluating writing: ideas, organization, word choice, voice, sentence fluency, and conventions. They work in pairs to discuss the traits.
3. The writing workshop framework is explained as a way to organize the writing process in the classroom. Key components are the minilesson, work time, and sharing. During work time, students write independently while the teacher conferences.
The document discusses several approaches to teaching student writing:
Process writing focuses on the writing process including generating ideas, organizing, drafting, reviewing, and rewriting. It emphasizes multiple drafts and feedback.
The controlled-to-free approach starts with controlled writing to build confidence before moving to free writing.
Free writing emphasizes quantity over quality through frequent low-stakes assignments to help students overcome fears of making mistakes.
The paragraph pattern approach analyzes paragraph structure and organization to teach students how to write cohesive paragraphs and essays.
The communicative approach stresses the purpose and audience of writing to encourage communication beyond just the teacher. It also focuses on providing feedback on content.
Creative writing
This document outlines approaches to writing assessment in schools. It discusses the purpose of writing assessment, which is to identify skills that need improvement, monitor student progress, and guide instruction. It also covers types of writing like informative, expressive, and persuasive pieces. Assessment methods discussed include process writing, rubrics to evaluate content, clarity, and mechanics, self-assessment using tools like checklists, peer assessment through activities like conferencing, and portfolio assessment to track growth over time. The document emphasizes using a variety of informal and formal assessments to obtain a well-rounded picture of students' abilities and inform instruction.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
This document outlines approaches to writing assessment. It discusses the nature of writing in schools, types of writing like informative, expressive, and persuasive. It also covers writing genres, instructional approaches like process writing and writing across curriculums. It describes criteria for writing assessment, types of scoring, stages of writing development, and the uses of self, peer, and portfolio assessments. The document emphasizes that authentic assessments benefit students when utilized across curriculums through activities like summaries, journaling, and letter writing.
A summary of skills needed by online tutors, concentrating on encouraging student motivation, moderating synchronous and asynchronous discussions and course format considerations.
The document discusses various aspects of the writing process. It defines writing and describes its key purposes and stages. The stages include prewriting, drafting, revising, editing, and publishing. Assessment of writing occurs throughout the process, with teachers taking on roles like motivator, collaborator, and evaluator. Methods of assessment include teacher observation and portfolios. The document also discusses how writing can encourage effective teaching and learning by allowing choice, fostering positive attitudes, and emphasizing communication.
The document discusses two approaches to teaching writing: the product approach and the process approach. The process approach involves multiple stages: pre-writing, drafting, and revising. In pre-writing, students brainstorm, plan, and expand on ideas. In drafting, students write a first draft and then redraft based on feedback. The process approach takes more time but aims to develop students' language use through discussion, evaluation, and idea development between drafts. While complex, a supportive environment and timely feedback from teachers can help students improve their writing.
The document discusses strategies for helping students improve their writing skills. It notes that writing involves many component skills that students may lack, such as reading comprehension, analytical abilities, and mechanics. To address this, instructors should prioritize the skills they value, communicate expectations clearly, and provide practice opportunities with feedback. Specific strategies include using rubrics to break down writing into skills; giving diagnostic assessments to identify weaknesses; scaffolding assignments from simple to complex; and creating multiple, lower-stakes practice opportunities such as peer review and targeted feedback.
This document discusses myths and methods related to teaching writing in quantitative disciplines. It debunks myths that writing has no place in fields like mathematics, physics, and engineering. The document advocates that writing can be integrated into any course to help students communicate effectively in their discipline. It presents several low-stakes writing techniques, such as freewriting and microgenres, that can help students generate and develop ideas without pressure. The document also outlines a process for learning to write, including prewriting, organizing, drafting, and revising with feedback. It provides examples of writing assignments that integrate discipline-specific content. Overall, the document argues that writing instruction benefits critical thinking and learning, and that faculty are best equipped to integrate it
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined.
For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing.
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning.
For speaking, it discusses the importance of mechanics, functions, and social/cultural rules. The goal is communicative efficiency through a balanced activities approach.
For reading, it outlines pre-reading, while-reading, and post-reading strategies like previewing, questioning, and summarizing.
For writing, it discusses strategies like pre
The document provides guidance on developing instructional materials. It discusses that the designer may also take on the roles of materials developer and instructor. When the designer is not the instructor, ID teams typically have multiple individuals assigned to different functions. The delivery method and media selection are often compromised based on existing materials, production constraints, and the level of instructor facilitation. Effective instructional packages include materials, assessments, and course management components. Formative evaluation through rough drafts and rapid prototyping helps improve materials. Learner participation components enable independent study.
This document provides an overview of developing instructional materials. It discusses that the designer may also take on the roles of materials developer and instructor. When the designer is not the instructor, different individuals may be assigned different functions on an instructional design team. The delivery method and media selection may be influenced by the availability of existing materials, production constraints, and the level of instructor facilitation. Key components of an instructional package include the instructional materials, assessments, and course management materials. Formative evaluation through methods like rapid prototyping and rough drafts can help improve the instructional materials. Learner participation is also important.
Skilled writers engage in an extensive multidimensional writing process that involves planning, composing, revising and evaluating. They devote significant time to planning and revising to improve their work. Struggling writers lack knowledge of effective writing processes and strategies. They have limited planning, generate little content and make few meaningful revisions. Explicit strategy instruction can help struggling writers learn planning, revising, and other writing strategies.
Writing Assignments in Large Lecture ClassesOscarfuzz
The document provides guidance on creating effective writing assignments for large enrollment classes. It discusses strategies for developing low, middle, and high stakes assignments aligned with specific learning goals. Low stakes assignments include brief, ungraded writing to assess comprehension, while high stakes assignments are formal graded papers. The document offers examples of different assignment types and considerations for constructing clear prompts, assessing student writing, and providing feedback. Overall, the document aims to help instructors design writing assignments that effectively engage students and further learning objectives for large courses.
The document compares the product and process approaches to teaching writing. The product approach focuses on grammatical accuracy and uses model texts for students to copy. It was dominant until the 1980s. The process approach reflects how real writers work, involving brainstorming, multiple drafts, and feedback. It aims to make writing more creative and personalized. Both approaches have benefits and limitations for different learning styles and contexts.
This document provides a course plan for an English 3 academic writing skills course. The course aims to develop students' writing and research abilities for academic study. It covers key topics like the writing process, features of academic writing, academic vocabulary and language, APA documentation style, and academic integrity. The course is divided into 5 units addressing these areas. Students will analyze academic texts, learn to adapt their writing for different contexts and audiences, and practice skills like revising work and properly citing sources. Assessment tasks include essays, exams, and exercises editing writing to meet conventions of academic composition. The overall goal is to equip students with effective techniques for crafting various academic papers and assignments.
This document discusses the writing process and how to implement it in the classroom. The writing process includes prewriting, drafting, revising and editing, rewriting, and publishing. It mirrors how proficient writers write by breaking the process into manageable steps. Implementing the full writing process helps students produce higher quality work and score better on writing tests compared to only practicing specific skills. It also develops lifelong writing skills and allows students to write authentically across all subjects.
This document provides tips for conducting asynchronous and synchronous online assessment. It discusses establishing clear criteria and objectives, building a learning community, considering quality of participation, and dealing with ambiguity. It notes both benefits and difficulties of synchronous assessment, emphasizing that it should be student-focused and based on constructivism. The document concludes by outlining activities to conclude an online course, such as parting gifts where students share what they learned, and reflecting on the most important thing learned.
Technology’s Role With Supporting Effective Writing Instruction Gisa07josteen
This document discusses effective strategies for improving adolescent writing based on the "Writing Next" report. It outlines 11 key elements of effective writing instruction, including teaching writing strategies, summarization, collaborative writing, setting specific goals, using word processing, and incorporating writing in other content areas. These elements emphasize explicit instruction in writing skills and processes, incorporating technology, and using authentic writing tasks.
This document outlines a plan to redefine academic writing practices through teaching, collaboration, mentoring and networking, and establishing healthier dynamics. It proposes using freewriting exercises and generating writing criteria in teaching to help students develop their skills. Collaboration is highlighted as an important way to broaden support networks and communities of practice. Mentoring relationships and writing mentors are discussed as keys to career development and support. While competition exists, the document argues for supporting norms that can improve teaching, research, learning and dialogue through more effective writing.
Free writing allows students to focus on fluency over accuracy. It is an informal writing exercise that can be done with or without a specific topic or guidelines. The purpose is to generate ideas and clear distracting thoughts. Free writing benefits include enhancing writing expertise, improving English proficiency, and helping students develop their own style. It separates the writing process from the revision process. Teachers can use free writing to give students practice generating and organizing ideas before formal writing assignments.
The document discusses various aspects of the writing process. It defines writing and describes its key purposes and stages. The stages include prewriting, drafting, revising, editing, and publishing. Assessment of writing occurs throughout the process, with teachers taking on roles like motivator, collaborator, and evaluator. Methods of assessment include teacher observation and portfolios. The document also discusses how writing can encourage effective teaching and learning by allowing choice, fostering positive attitudes, and emphasizing communication.
The document discusses two approaches to teaching writing: the product approach and the process approach. The process approach involves multiple stages: pre-writing, drafting, and revising. In pre-writing, students brainstorm, plan, and expand on ideas. In drafting, students write a first draft and then redraft based on feedback. The process approach takes more time but aims to develop students' language use through discussion, evaluation, and idea development between drafts. While complex, a supportive environment and timely feedback from teachers can help students improve their writing.
The document discusses strategies for helping students improve their writing skills. It notes that writing involves many component skills that students may lack, such as reading comprehension, analytical abilities, and mechanics. To address this, instructors should prioritize the skills they value, communicate expectations clearly, and provide practice opportunities with feedback. Specific strategies include using rubrics to break down writing into skills; giving diagnostic assessments to identify weaknesses; scaffolding assignments from simple to complex; and creating multiple, lower-stakes practice opportunities such as peer review and targeted feedback.
This document discusses myths and methods related to teaching writing in quantitative disciplines. It debunks myths that writing has no place in fields like mathematics, physics, and engineering. The document advocates that writing can be integrated into any course to help students communicate effectively in their discipline. It presents several low-stakes writing techniques, such as freewriting and microgenres, that can help students generate and develop ideas without pressure. The document also outlines a process for learning to write, including prewriting, organizing, drafting, and revising with feedback. It provides examples of writing assignments that integrate discipline-specific content. Overall, the document argues that writing instruction benefits critical thinking and learning, and that faculty are best equipped to integrate it
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined.
For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing.
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning.
For speaking, it discusses the importance of mechanics, functions, and social/cultural rules. The goal is communicative efficiency through a balanced activities approach.
For reading, it outlines pre-reading, while-reading, and post-reading strategies like previewing, questioning, and summarizing.
For writing, it discusses strategies like pre
The document provides guidance on developing instructional materials. It discusses that the designer may also take on the roles of materials developer and instructor. When the designer is not the instructor, ID teams typically have multiple individuals assigned to different functions. The delivery method and media selection are often compromised based on existing materials, production constraints, and the level of instructor facilitation. Effective instructional packages include materials, assessments, and course management components. Formative evaluation through rough drafts and rapid prototyping helps improve materials. Learner participation components enable independent study.
This document provides an overview of developing instructional materials. It discusses that the designer may also take on the roles of materials developer and instructor. When the designer is not the instructor, different individuals may be assigned different functions on an instructional design team. The delivery method and media selection may be influenced by the availability of existing materials, production constraints, and the level of instructor facilitation. Key components of an instructional package include the instructional materials, assessments, and course management materials. Formative evaluation through methods like rapid prototyping and rough drafts can help improve the instructional materials. Learner participation is also important.
Skilled writers engage in an extensive multidimensional writing process that involves planning, composing, revising and evaluating. They devote significant time to planning and revising to improve their work. Struggling writers lack knowledge of effective writing processes and strategies. They have limited planning, generate little content and make few meaningful revisions. Explicit strategy instruction can help struggling writers learn planning, revising, and other writing strategies.
Writing Assignments in Large Lecture ClassesOscarfuzz
The document provides guidance on creating effective writing assignments for large enrollment classes. It discusses strategies for developing low, middle, and high stakes assignments aligned with specific learning goals. Low stakes assignments include brief, ungraded writing to assess comprehension, while high stakes assignments are formal graded papers. The document offers examples of different assignment types and considerations for constructing clear prompts, assessing student writing, and providing feedback. Overall, the document aims to help instructors design writing assignments that effectively engage students and further learning objectives for large courses.
The document compares the product and process approaches to teaching writing. The product approach focuses on grammatical accuracy and uses model texts for students to copy. It was dominant until the 1980s. The process approach reflects how real writers work, involving brainstorming, multiple drafts, and feedback. It aims to make writing more creative and personalized. Both approaches have benefits and limitations for different learning styles and contexts.
This document provides a course plan for an English 3 academic writing skills course. The course aims to develop students' writing and research abilities for academic study. It covers key topics like the writing process, features of academic writing, academic vocabulary and language, APA documentation style, and academic integrity. The course is divided into 5 units addressing these areas. Students will analyze academic texts, learn to adapt their writing for different contexts and audiences, and practice skills like revising work and properly citing sources. Assessment tasks include essays, exams, and exercises editing writing to meet conventions of academic composition. The overall goal is to equip students with effective techniques for crafting various academic papers and assignments.
This document discusses the writing process and how to implement it in the classroom. The writing process includes prewriting, drafting, revising and editing, rewriting, and publishing. It mirrors how proficient writers write by breaking the process into manageable steps. Implementing the full writing process helps students produce higher quality work and score better on writing tests compared to only practicing specific skills. It also develops lifelong writing skills and allows students to write authentically across all subjects.
This document provides tips for conducting asynchronous and synchronous online assessment. It discusses establishing clear criteria and objectives, building a learning community, considering quality of participation, and dealing with ambiguity. It notes both benefits and difficulties of synchronous assessment, emphasizing that it should be student-focused and based on constructivism. The document concludes by outlining activities to conclude an online course, such as parting gifts where students share what they learned, and reflecting on the most important thing learned.
Technology’s Role With Supporting Effective Writing Instruction Gisa07josteen
This document discusses effective strategies for improving adolescent writing based on the "Writing Next" report. It outlines 11 key elements of effective writing instruction, including teaching writing strategies, summarization, collaborative writing, setting specific goals, using word processing, and incorporating writing in other content areas. These elements emphasize explicit instruction in writing skills and processes, incorporating technology, and using authentic writing tasks.
This document outlines a plan to redefine academic writing practices through teaching, collaboration, mentoring and networking, and establishing healthier dynamics. It proposes using freewriting exercises and generating writing criteria in teaching to help students develop their skills. Collaboration is highlighted as an important way to broaden support networks and communities of practice. Mentoring relationships and writing mentors are discussed as keys to career development and support. While competition exists, the document argues for supporting norms that can improve teaching, research, learning and dialogue through more effective writing.
Free writing allows students to focus on fluency over accuracy. It is an informal writing exercise that can be done with or without a specific topic or guidelines. The purpose is to generate ideas and clear distracting thoughts. Free writing benefits include enhancing writing expertise, improving English proficiency, and helping students develop their own style. It separates the writing process from the revision process. Teachers can use free writing to give students practice generating and organizing ideas before formal writing assignments.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
guided writing and process writing differences.pdf
1. Process writing and guided writing are two approaches to teaching and learning writing, each with its own
characteristics and methodologies. Here's a comparison of the two:
1. Process Writing:
Definition: Process writing focuses on the writing process itself, emphasizing the stages writers
go through to produce a piece of writing. It typically involves pre-writing activities, drafting,
revising, editing, and proofreading.
Student-Centered: Process writing places a strong emphasis on student autonomy and
creativity. Students are encouraged to generate their own ideas, plan their writing, and revise
based on feedback and reflection.
Focus on Creativity: Process writing prioritizes the development of students' creative thinking
and expression. It allows for experimentation with language, style, and voice, fostering
individuality in writing.
Flexible Structure: Process writing allows for flexibility in how students approach their writing
tasks. There may be less emphasis on following a specific structure or format, allowing for more
organic and authentic writing experiences.
2. Guided Writing:
Definition: Guided writing provides more structured support and scaffolding for students as they
develop their writing skills. It involves teacher-led instruction, modeling, and guided practice to
help students navigate the writing process.
Teacher-Directed: Guided writing is more teacher-directed, with instructors providing explicit
instruction, guidance, and support at each stage of the writing process. Teachers may offer
prompts, models, and templates to scaffold students' writing.
Skill Development: Guided writing focuses on building specific writing skills and strategies,
such as organizing ideas, using language effectively, and applying grammar and mechanics
conventions.
Structured Approach: Guided writing follows a more structured approach, often incorporating
step-by-step instructions and predetermined frameworks for students to follow. This can help
students develop a deeper understanding of writing conventions and expectations.
In summary, process writing emphasizes the creative and iterative nature of the writing process, encouraging
students to explore, experiment, and revise independently. On the other hand, guided writing provides more
structured support and guidance, aiming to develop specific writing skills through teacher-led instruction and
scaffolded practice. Both approaches have their merits and can be valuable in helping students become
proficient and confident writers.
Process writing contains Sequence markers are often used when we write about processes. Some common
sequence markers are: First, next, then, later, after that, before and finally. To write on any topic which contains
he information of a process is called the process writing.
2. Following prompts would help you understand the process writing in detail. Follow the writing process: pre-
writing, drafting, revising, editing/proofreading and publishing. At the proofreading and editing stage go
through each other’s work and give feedback.
1. How to open a gmail account?
2. How to delete the virus from your laptop/computer?
3. How to install the windows in your laptop/computer?
4. How to get registered for you CNIC in NADRA office?
5. How to get admission in any university?
6. How to get to the airport through car road?
7. How to read a book?
8. How to make a favourite dish for your classmates?
9. Explain the process of paper making. Use the internet to research the process.