Chapter+4

=**﻿** **Differentiating the Writing Process**= //"When a butterfly emerges from the cocoon, he spreads his wings and flies.// //When a student automatically uses writing skills and strategies, he soars as a young author."//

"Teachers need to select the most effective grouping design so that it TAPS into each student's potential for a particular learning scene" (50).
 * ==**TAPS Acronym**==
 * 1) __**T**otal Group__ - used for entire class dissemination of information like guidelines, rules, or directions and is often accompanied by guided practice, the opportunities to ask questions and class discussion. Total group can also be a way for small groups to report back what they discussed.
 * 2) __**A**lone__ - becoming a **self-directed learner** means acquiring the ability to evaluate information individually, search for help when needed, and adapt the information they already know for new learning experiences. //"They need to work with others however, to develop social skills. Authors need to work alone on some assignments. Usually writing is completed independently in the real world" (50).//
 * 3) __**P**artner Work__ - Chapman and King **assume that partner work will divide the work evenly** between two students and also allow for each student to be actively engaged and proactive in participation.
 * 4) __**S**mall Group__ - small group work increaes a student's **interpersonal intelligence**, that is learning from others and working with others **collaboratively** to complete an assignment.


 * ==**Immerse Students in the Writer's Craft**==

- Chapman and King understand the importance of designating writing is an "art or skill" (52), something that must be practiced and which needs conditioning in order to remain strong and effective. Chapman and King argue that the tools and steps of the "writing process" are what help young writers improve upon their craft.

- Chapman and King's definition of the writing process is that of a linear model. //"The writing process provides **simple, sequential steps** for the writer to use. The **common titles for the steps** are prewriting, drafting, revising, editing, final copy, and publishing. . . .In other words, the objective of the activity may be for the learner to use writing to stimulate thinking and reflection" (58).//
 * ==The Writing Process==

- Chapman and King focus heavily on having students understand the distinction between the different steps and knowing when they are using each step throughout the writing process. This conception of the writing process goes against the idea of writing as **"the recursive shaping of thought,"** as Patricia Bizzell suggests, in which the so-called "steps" of the writing process overlap and engulf one another into an overall process void of distinct "sequential steps". In this sense, Chapman and King regard the writing process in a much more formalist approach in which students feel safer in having preset and defined ideas of where they are in the writing process. Chapman and King also do not address the social implications of writing as discussed by social constructivists like Joseph Harris, Fan Shen, and David Bartholomae. Although having students read one another's work allows someone in their own discourse community to review the writing, it does not outwardly suggest young writers to consider the wider social audience or broader discourse community it may be joining into as well.

The Steps:
 * 1) Prewriting
 * 2) Sloppy Copy: First Draft
 * 3) Revision
 * 4) Editing
 * 5) Final Copy