Teaching: Prewriting, Planning and Drafting - Diana Edmonds

Teaching prewriting, planning, and drafting in writing instruction is undeniably effective in enhancing students' writing skills. These stages provide a structured framework for the writing process, leading to improved writing quality.

Prewriting activities, such as brainstorming and background knowledge construction (cased on exiting knowledge) and completing graphic organizers that signpost with keywords a flexible network of ideas) can help authors produce higher quality papers. This also helps students gather ideas and develop a deep understanding of the topic. For instance, when writing a persuasive essay on environmental conservation, students can brainstorm arguments and gather relevant data, ensuring a well-informed and persuasive piece.

Planning involves three integrated actions: (a) formulating, prioritizing, and modifying both abstract and highly delineated goals and subgoals to address task and genre demands and perceived audience needs; (b) generating ideas; and (c) selecting and coherently organizing valuable ideas for accomplishing the established goals. This stage fosters critical thinking and organization. When planning, students create outlines, ensuring a logical flow of ideas in their essays.

Drafting, the culmination of the process, allows students to put their ideas into writing. Through drafting, students apply the concepts learned in prewriting and planning stages to create a comprehensible and well-structured composition.

It is important to note that each of these stages is time consuming and if students are under a time constrain, they may feel pressed and this can affect the quality and quantity of work. However, overall teaching prewriting, planning, and drafting I do believe can equip students with essential skills for effective written communication. These stages enhance their ability to produce well-informed, organized, and coherent written work.

 

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