Lesson Plan: Writing as a Process

The following lesson plan is designed to introduce students to the concept of writing as a process, rather than as a product. It also emphasizes prewriting strategies.

Target

Upon completing this lesson the student will be able to...

better understand writing (and reading) as a process

apply specific strategies for employing the processes of both reading and writing

understand the relationship between reading, writing, and “text”

Warm up

Time: ~15 minutes

In groups, pairs, or individually brainstorm ideas that come to mind when you think about the word “writing.” Next do it for “reading.” Share lists with class; look for preconceived notions, attitudes, etc. Discuss.

Segue into discussion of the book title Ways of Reading Words and Images. What does the title imply (e.g. that there is more than one way, etc.). Reinforce the idea that you, the teacher, don’t necessarily have a preconceived idea of what these readings mean; You are not an expert on documentary writing, or on sociology, or anthropology, or photography, or history, or any of the multiple disciplines touched on by these works. Tell the students that you want to hear other’s “readings” of these texts: you want to hear what you have to say.

Writing as a Process

Time: ~10 minutes

Ask: How do you write?
Share ideas and discuss as a class.

Explain: When you think about writing, think about the PROCESS of writing. This is more important than the end product. An effective process yields an effective product.

Elicit steps in the writing process (prewriting, drafting, revising, editing) and write them on the board.

Discuss briefly the difference between editing and revising.

Emphasize the recursive quality of the writing process (it’s not linear!)

Make point about there being multiple "ways" to do this; we have our own versions of the process; the key is becoming aware of it and refining it to something that works; an effective process yields effective writing.

Zoom in for a moment on strategies for prewriting

free writing

brainstorming

outlining

mind-mapping/clustering/word-mapping

journaling

talking with others; bouncing ideas around

Modes vs. Aims

Time: ~5 minutes

On one side of the board write the five common modes: narration, definition, description, comparison/contrast, and argumentation;
on the other side write AIM/PURPOSE and AUDIENCE

Tell students that the five modes can be strategies to be used in writing but seldom if ever are they used alone; rather they are combined with other strategies to achieve the AIM of the piece of writing.

All writing is guided by its AIM or PURPOSE and its AUDIENCE: these are absolutely key.

Reading as an Active Process

Time: ~10 minutes

Ask: Where does reading fit in?

Elicit what people wrote in their brainstorm on reading.

How do you read?

What's the connection between reading and writing? (Discuss)

Emphasize again the use of reading in the class
Ask: Why read in a writing class?

Possible ideas:

reading/writing are inextricably intertwined in the making of meaning

we learn about writing by reading

we participate in a conversation by reading and writing (use metaphor of a party where reading is like listening in to the conversation before chiming in, i.e. before writing)

they are reciprocal acts of communication; we write to be read

others ideas?

Is reading a passive act?
Answer: No, reading should be active. What does active reading mean? (Discuss)

Elicit/offer strategies for active reading (Draw from Adler's "How to Mark a Book")

Introduce students to the requirement/strategy of keeping a “commonplace book” (Time permitting, have students make a sample entry.)

Remind students to read as writers—with an eye toward craft

Wrap up

Time: ~10 minutes

Draw attention back to the lesson's objectives (target), take any questions, and then draw to a close.