Offers a model of the writing process that is based on a review of recent research and the author's experiences as a writer and teacher. Explains these stages in the writing process: (1) prewriting, (2) exploratory writing, (3) developmental writing, (4) external revision, and (5) "last looks." (RL)

A fifth-grade school teacher discusses the usefulness of brainstorming as a prewriting activity and illustrates how she used this activity with her students. (MP)

Presents a procedural model for use as a prewriting strategy to help students "decenter" or distance themselves from their writing and avoid the generalities that characterize egocentric writing. The model provides opposing viewpoints in a student's analysis of problems or issues. (HTH)

Semantic mapping is offered as a prewriting strategy to help students (of all ages) with hearing impairments organize and structure their writing. Semantic mapping can offer these students a visual access to the writing process. (DB)

Presents a professional writer and writing teacher's ideas on writing and the writing process. (JL)

Describes method in which students write a draft requiring some writing skill before learning about that skill. Concludes that predrafting (1) enforces first-drafting; (2) shows students their natural writing abilities; (3) emphasizes discovery of substance first, rules and form second; (4) promotes an active student role; (5) arranges learning in…

Describes a prewriting technique in which technical writing students are given a tool or mechanism with which they are unfamiliar and told to figure out what the object is from a series of clues. (HTH)

Uses a broad definition of technical writing (practical writing) as a backdrop for two freshman composition courses. Introduces a student planning sheet for "thinking in"--examining the audience and purpose of a writing assignment. (RL)

Urges basic writing instructors to teach prewriting and rewriting as seriously as they teach writing. Decribes the implementation of this approach which forces students to proceed through all three stages of writing in a structured classroom setting for each composition assignment. Provides an example showing a students' writing improvement. (AYC)

A practical guide to establish an early writing program begins in kindergarten with children dictating a story that a teacher or parent volunteer records on paper. In first grade, 30 minutes are set aside for writing. Additional ways are suggested to infuse writing activities into every subject in a child's schooling. (MLF)

This essay is intended to assist teachers in helping students develop the art of resume writing. The curriculum outlined is based on prewriting, writing, and rewriting and on using sample entry-level resumes to illustrate basic resume do's and don'ts. The first section outlines the importance of good resumes and the pitfalls of having vocational…

Presents a procedure writing students can use, either singly or in groups, to exploit the general knowledge they have of common objects, artifacts, and institutions. Describes the use of a matrix to integrate knowledge about realms, or areas of interest, and concerns, or problems. (MM)

This lesson uses the informational power of the Internet for a prewriting activity. Through various Internet sites, students gather information about the history and celebration practices associated with Veterans Day. Following the prewriting activity, students write content-rich poems that honor veterans. During the 45-minute prewriting session,…

Argues against requiring students to prepare formal outlines before writing papers and recommends instead that students prepare the rough, idiosyncratic lists that working writers use before they write. (AEA)

Presents a relatively simple set of graphic methods that students can use to sort and organize information that traditional methods of outlining and organizing do not handle well. (JL)