Stage 1: Prewriting 1.6
Stage 1: Prewriting
This is probably one of the most overlooked steps in the writing process,
but it is a most important stage. If writers invest in a prewriting plan, they
take a close look at the topic they are going to write about. In developing a
plan a student records all the details he can think of and by doing so,
discovers one of three things quickly, before beginning the actual the act of
drafting: (1) he knows a lot about his topic, it is solid, focused, and
manageable, (2) he doesnʼt know as much about the topic as he thought
and needs to either drop this topic or if time, research it, (3) the topic is too
huge to manage and he needs to narrow it down. The outcome of this
discovery early on is that the writer can decide to continue on, do some
research, choose another topic, or narrow his topic to something more
manageable before committing to a draft.
We often neglect this stage of the process because of thoughts of the state
test when a draft must be completed in a 45-minute time frame. Teachers
fear that students will spend too much time planning and not writing. And
that is exactly what will happen if they arenʼt used to planning and havenʼt
practiced doing a prewriting plan. Prewriting is something we teach our
youngest writers beginning with drawing and labeling even before they
write a sentence. The more often a student plans his writing, the less time
it will take, and the quicker he will learn to organize his thoughts. His drafts
will be richer in detail and be more focused and organized. Studies of
Florida Writes have shown that there is a correlation between high scores
and meaningful prewriting plans.
During prewriting the writer explores his topic, lists everything he knows
about it and wants the reader to know. Taking his audience and purpose
into consideration, the writer makes thoughtful decisions about the genre,
structure, word choice, and even conventions.
During this stage of the writing process, writers brainstorm and collect
details with great volume. Complete sentences are NOT necessary. This
is something you will need to emphasize when you model your prewriting.
1.6
When the writer has completed the plan, it is time to read it over, add
details they might have forgotten, fill in lapses, take out details he realizes
donʼt belong, and rearrange details to make the piece better organized.
Then, using this plan they talk to other students about their writing to check
for understanding, interest, and gaps that might leave the reader with
questions. As you can see, even this first stage of writing is recursive.
By paying attention to this first step in the writing process, it will help
students develop their organization, and with practice this task will become
almost automatic and will build their writing fluency.
For purposes of this course I will be using an expanded T-Chart as a
graphic organizer for my expository prewriting plan. (This organizer does
NOT work for narratives.)
Second grade teachers may need to modify by keeping your prewriting plan
shorter and simpler.