Cycle One

Before engaging in the writing process, students have access to texts similar to the one they plan on writing.

They take time to deconstruct and examine the texts, and compare their similarities and differences.

They recognize patterns in the texts by focusing on specific aspects: internal features (topic/information, language, text components), and external features (purpose, audience, culture).

Preparing to Write - Before beginning to write, students determine the purpose of writing, the target audience, the intended effect on the audience as well as the appropriate text type.

They may:

– brainstorm with others about ideas and topics

– activate prior knowledge of the language to be used and of the chosen topic

– draw upon ideas and personal memories

– construct an outline of the text

– research the topic

– use various resources

– brainstorm topics and ideas with others (e.g. What do I want to write about? What topic would interest my audience?)

– activate prior knowledge of the chosen topic (e.g. What do I already know about the topic?)

– define the purpose for writing (i.e. express, inform, direct)

– target an audience (e.g. Who is my audience? What do they already know about the topic? How can I engage their interest?)

– choose a text (e.g. Do I want to write a poem or a story?)

– select appropriate language (e.g. What kind of language will best suit my purpose and audience?)

– construct an outline of the text

– research the topic

– reflect on topic and ideas

Students begin to write and focus on the meaning of the message. They may:

– set down ideas, opinions, thoughts, needs and feelings

– leave space to make adjustments

– refer to their outline while writing

– confer with others whenever possible

Students begin to write and focus on the meaning of the message. They may do the following:

– set down ideas, opinions, thoughts and feelings

– leave space to make adjustments

– refer to their outline while writing

– adjust their outline as they are writing to include new ideas

– reflect on the ideas written

The students read what they have written to clarify the meaning of their text and improve the organization of their ideas. They may:

– rethink what has been written

– focus on how well they have conveyed meaning and ideas as well as on organization and word choice

– share their writing with classmates

– take feedback into account

– use strategies for revising

– add, substitute, delete and rearrange ideas and words

Students read what they have written to clarify the meaning of their text and improve the organization of their ideas. They may do the following:

– reflect on what has been written

– focus on how well they have conveyed meaning and ideas, as well as on their organization and word choice

– assess how well their text reflects intended purpose, audience and cultural context

– share their writing with peers

– accept and integrate feedback

– add, substitute, remove and rearrange ideas and words

Students focus on technical errors including spelling, capitalization, punctuation, sentence structure and language usage.

They may:

– use paper or digital resources such as written models,

dictionaries, thesauruses, grammar references

Students focus on the formulation of their text by correcting errors of spelling, capitalization, punctuation, sentence structure and language usage.

They may do the following:

– use resources such as written models, dictionaries, thesauruses, grammar references

– consult peers and the teacher

– accept and integrate feedback

– use a personalized checklist to proofread for common errors

If the students decide to publish a text, they may:

– make a polished copy

Publishing Phase (Optional)

If students decide to publish a text, they may do the following:

– make a polished copy

In the preproduction phase, students plan their media text. They may do the following:

– brainstorm with others to find and explore a topic (e.g. What do we want to talk about? What do we want to say about the topic?)

– activate prior knowledge about the topic (e.g. What do we already know about the topic? What do we need to find out?)

– research the topic

– brainstorm and select a medium to produce the media text (e.g. What medium will best suit our purpose and reach our audience?)

– activate prior knowledge about characteristics of similar texts (e.g. What do we already know about this medium? What are the characteristics of an effective media text?)

– define the purpose for producing the text (e.g. What do we want to accomplish with our text? [i.e. express, inform or direct])

– target an audience (e.g. Who is our audience and how can we best address them? [tone, level of formality, audience’s background knowledge and interests])

– write a focus sentence that guides the group throughout the task, such as: Our group is going to create a news article for the school Web site, highlighting the purpose of an upcoming fundraising event.

– determine what type of language, images and media conventions and techniques would best achieve their purpose and reach their audience

– use strategies (e.g. take notes, use semantic mapping, infer) and resources (e.g. portfolios, previous work, response journals)

– create a storyboard–a visual plan of the production that includes elements such as the action depicted through a sequence of frames; the time needed for each frame; media conventions and techniques used in each frame; the written narration and/or dialogue in each frame

– write a script, if needed, using the writing process (e.g. a script for a short film, a brief text to accompany an advertisement)

– determine roles and responsibilities within the group

– use a group log to keep traces of process and learning throughout all phases of production (e.g. note down decisions made by the group, list of materials needed, questions for the teacher)

– validate the ideas for the text with peers and teacher

– make adjustments to their plan according to feedback

In the production phase, students produce their media text. They may do the following:

– create the media text using strategies and resources, taking into account the elements decided upon during the preproduction phase

– use media conventions and techniques such as images, symbols, signs, logos and narration

– use information and communications technologies

– validate the preliminary version of the production by presenting it to a sample audience (e.g. small group of peers, teacher)

– edit and add final touches, taking feedback from sample audience into account

In the postproduction phase, students present and reflect on their media text.

They may do the following:

– present the text to the intended audience

– reflect and evaluate individually, with the teacher and the production group on the following elements:

• audience reaction and feedback

• production process

• cooperation

• language repertoire

• final version of the production

• goals for future productions