1. THE WRITING PROCESS

WRITING WORKSHOP (ENGLISH TRANSLATION)


USEFUL STEPS FOR EFFECTIVE WRITING

1) BEFORE WRITING : ORGANIZE YOUR IDEAS

1.1.1) Imagine the situation

1.1.2) Think about the vocabulary and appropriate expressions that you can find in your textbook

1.1.3) Do a “Brainstorm” to get ideas and vocabulary for writing

1.2) Use a “graphic organizer” or “mind map” to organize the main ideas, the secondary ideas, examples and details


2) WRITE A ROUGH DRAFT: ¡THE FIRST COPY IS NOT THE FINAL!

2.1) Write a rouge draft using your “graphic organizer”
2.2) Watch out for the transition words. Organize the information clearly in sentences and paragraphs using transitions words appropriately.

3) REVISING: ¿WHAT CAN I IMPROVE?

3.1) Revise your writing and correct what does seem clear or what you do not like thinking about the reader in order to improve it (the content, organization, appropriate vocabulary, grammatical correction, conjunctions, coherence, cohesion, etc.)

3.2) Use the auto-correction and auto-evaluation rubrics to guide you in this process

3.2) Share your writing with a peer editor or in gropus in class who can give you some feedback to improve it



If the rubrics seem to complicated you can adapt them to simplify them or you can use the following questionnaire:




Comments of your classmate/ group:
_______________________________________
_______________________________________

The best thing about this text is ________________
What I disliked is ________________________
What I have learned about this text and I may use it
_______________________________________
What I liked about this process is ________________
because__________________________________
What has helped me about this activity _____________
because___________________________________
One area that I can improve is___________________


4) CORRECTIONS (EDITING) : IMPROVING YOUR TEXT

4.1.) Make corrections and the necessary changes to improve your text

4.2) Comment on the observations of your editing peers. From your reflections, make the necessary changes and rewrite the text, noting whatever changes have you made in the questionnaire as well

5) PUBLISHING: THE FINAL COPY

After editing, now you can publish your final copy

6) EVALUACTION AND CLASS PRESENTATION

6.1) Appreciate what you have learned from your mistakes. Complete the auto-evaluation questionnaire with your reflection and evaluate the writing process. You can use or adaop the same rubric and/or the comments that were made

6.2) In class we are going to have a discussion about the difficulties and the new elements that we have learned (the cooperative writing, the interaction in the groups, the correction among equals, the reception and manipulation of the texts of your peers, the relation between the final product and the texts in your first language, etc.)


6.3) We are going to present and display the work in class


7) POST ACTIVITY

We are going to read the work of other students and groups in class. Compare the writing. ¿Which writing is the most interesting? Which one is the most original?


Bibliography

Cassany, D.: Luna, M. Sanz, G. 1994. Enseñar lengua, Barcelona: Graó. (6.5:257-298)

Giovanini, A. el al. 1996. Profesor en acción 3: destrezas. Madrid: Edelsa. (4:73-91)

Humbach, N., Ozete, O. 2000. ¡Ven conmigo! Holt Spanish level 2. Austin: Rinehart and Winston.

Humbach, N., et al. 2006. ¡Exprésate! Holt Spanish level 2. Austin: Rinehart and Winston.

In this link your can find a writing evaluation rubric