As is the case with many other things people do, getting better at writing requires doing it—a lot. This means actual writing, not merely listening to lectures about writing, doing grammar drills, or discussing readings. The more people write, the easier it gets and the more they are motivated to do it. Writers who write a lot learn more about the process because they have had more experience inside it.

—National Council of Teachers of English, 2004

Waking Minds, Writing can be used with your curriculum and instruction to support the development of writing across the content areas. The Writing Practice mode can be used to guide students through each specific step in the writing process: Prewrite, Draft, Revise, Edit, and Publish. Steps can be done in any order and as frequently as the student chooses.

Students use the writing process for all writing genres and formats. Students of all fluency levels can fully participate in the writing process, as prompts and readings are multilevel. The writing process includes establishing criteria, review, evaluation, and feedback. All types of review and feedback are encouraged, including self, peer, and teacher. Evaluation of writing involves not just finished products, but the process as well.

Many writers treat the writing process as recursive and view it as an ongoing and cyclical process rather than as a set of consecutive steps done in isolation. Writing is revisited and revised throughout the writing process. Many writers also find that the writing process is best when collaborative (including brainstorming, peer reviewing, and sharing with peer audience). Waking Minds, Writing enables writers to use the writing process recursively, as well as to work collaboratively on writing tasks.

Students also need to experience strategies for completing writing assignments within a required amount of time. In the Writing Assessment mode, students participate in a simulated testing environment. Text tools and spell check are turned off, and a timer is provided. When students have finished drafting, they submit their writing to an online tutor who provides evaluation on a 21-item rubric.

In the Why We Write area of Waking Minds, Writing, twenty short videos show students discussing how and why they write. Many of these videos are appropriate to use to stimulate thinking in whole-class activities and are supportive and inspirational throughout the writing process. The videos can be used at specific points in the writing process to spur discussion and as a jumping off point for each step in the writing process. The videos can also be used to inspire and enlighten students about writing via the voices of other students.

Prewrite: Ja’quan—discusses how prewriting can take place anywhere and in many ways

Draft: Ossy—discusses the importance of identifying the purpose and audience and having a clear focus; also discusses some of his goals of a draft, such as getting his ideas down on paper

Revise: Katie—discusses tips and strategies for revising and the recursive, ongoing nature of writing

Edit: Chelsea—discusses the emphasis on grammar and mechanics during editing; shares ideas for resources to use to help with editing

Publishing: Abby– discusses ideas for publishing and what writers should expect

Other videos that can be used as discussion starters and inspiration include:

Jorge—discusses using humor in his writing, the process he uses to write, and his advice to other writers

Jorge—reads one of his favorite pieces of writing

Alex—provides a realistic look at a writer’s mixed feelings about academic and creative writing

Mendel—provides reflections on writing, his thoughts on prewriting, and the role peers can play in writing

Laura—discusses her writing, what she likes about writing, her experiences writing, and the importance of having a voice when writing

In Waking Minds, Writing, the Writing Practice mode provides recursive experience in every phase of the writing process across a variety of writing genres and formats. Students select or create a prompt and then prewrite, draft, revise, edit, and publish their writing. Instruction covers 21 different types of writing in the following genres: business, expository, persuasive, narrative, literary response, and research

Along with a wide variety of writing prompts, students have access to a variety of resources and tools to support their writing. These include graphic organizers, reading sources, writing templates, annotated student writing samples, and checklists. Students can use these features to help understand, experience, and discuss the entire writing process.

Students can use the Writing Practice mode to complete a writing task using the entire writing process.

Writing Practice provides multiple support tools for students and can be used in whole-class, small-group, paired, or individual instruction. Below is an example scenario for individualized use.

Prewrite: Students select, or can be assigned, a writing genre (e.g., narrative, expository, or persuasive), a format (e.g., article, paragraph, essay, or summary), a level (1 through 4), and a prompt. For prewriting activities, students can watch the Prewriting Video in which Ja’quan discusses prewriting; read Lexiled source material that provides vocabulary, background knowledge, and food for thought; print a graphic organizer; use a prewriting checklist; and read annotated or non-annotated student writing samples. Once students are ready to prewrite, such as writing notes or an outline, they can use the writing pad to begin prewriting. This can be saved to their portfolios.

Draft:       If a Prewriting piece was saved to their portfolios, students can open the saved file to begin drafting. Or, students, when ready to begin drafting, can start at the Drafting point in Writer’s Practice. Students can begin by watching a Student Video in which Ossy discusses drafting. Before, as well as during, drafting, students can use or review a template of the selected writing genre and format. Students can use a Drafting checklist to help with their drafting. When ready, drafts can be printed, saved, or shared (posted to a class bulletin board). If working collaboratively, student may print their drafts to give to a peer to read and provide feedback prior to revising. All student writing, no matter which step it is created in, is saved in the student portfolio. All student time on task is also tracked.

Revise:     When students are ready to revise their writing, they can begin by using a Revising checklist. Students can also view a Student Video in which Katie discusses revising. Students may want to review some student writing samples to get ideas and see models of strategies to implement during revision.

Edit:         When students are ready to edit their writing, they may want to view the Student Video on editing, in which Chelsea discusses strategies and tips for editing. The editing checklist can be quite helpful for students during this phase of the Writer’s Process.

In Waking Minds, Writing, the Writer’s Guide provides foundational skills and strategies for writing for over 150 writing objectives within the topics of grammar and mechanics, substance, structure, and style, along with offline print Practice Activities to further strengthen and reinforce targeted, critical writing skills.

 Writing is not simply a way for students to demonstrate what they know. It is a way to help them understand what they know. At its best, writing is learning.

—National Commission on Writing in America’s Schools and Colleges, 2003

In Waking Minds, Writing, the Writing Assessment mode simulates the state writing assessment experience with teacher-developed prompts and directions that parallel those for each state. Students prewrite and draft a paragraph or an essay. They then submit it to a writing tutor who provides feedback on substance, structure, style, and grammar and mechanics. Then, students revise their work, using the Writer’s Guide as necessary.

In the Writing Assessment mode, students may view the Student Video for prewriting and drafting, review any available readings (if completing a literary response assignment), use a graphic organizer, and use a checklist for prewriting and drafting. After an online tutor has reviewed and evaluated their writing, students proceed through the following steps:

·         Step 1: Review and correct grammar and mechanics errors.

·         Step 2: Review eTutor suggested revisions for grammar and mechanics.

·         Step 3: Review and revise using eTutor suggestions for Style, Substance, and Structure.