Republic of the Philippines

CARCAR CITY COLLEGE

Luanluan Street, Poblacion I, Carcar City, Cebu
Tel # 487-0063/487-9077
carcarcitycollege.edu.ph

BACHELOR OF SCIENCE IN AGRICULTURE

Subject : ENGLISH PROFICIENCY MODULE NO. 07

Class Schedule : BSA 1A: - 4:00 – 5:30 (MW)

BSA 1B: - 7:30 – 9:00 (TTH)
BSA 1C: - 7:30 – 9:00 (MW))
BSA 1D: - 1:00 – 2:30 (MW)

Week 14 Topics : WRITING PROCESS

Objectives : At the end of this topic, students must have:

a. discussed the essence of writing process;
b. demonstrated the different steps in writing; and
c. constructed a well written composition.

A blessed day to everyone! How are you today? Prior to our discussion today, please I
would like you to make a silent invocation to our heavenly Father God, the Son and the Holy Spirit.
For being a Christian, it is our obligation to praise and glorify His name in everything that we do in
our pilgrimage here on earth. [we have to dedicate few minutes of silence].

I. ACTIVITY :
Direction: Can you give what’s the purpose of this image or what is your concept of
this image as a freshman student? Please share your ideas to our class.

source: blog.rescuetime.com
 II. ABSTRACTION:
The Writing Process is a cycle of activities that you complete as you generate ideas, compose those ideas
into a document or presentation, and refine those ideas. It is a recursive process, meaning that at any one
stage in the process, you may find that you have to return to previous steps to review and refine your
methods.

The writing process is the series of actions taken by writers to produce a finished work. Writers,
educators, and theorists have defined the writing process in many different ways, but it generally
involves prewriting tasks, writing tasks, and post-writing tasks. More specifically, these tasks
include planning, drafting, revising, editing, and publishing, in approximately that order.

BENEFITS
Benefits of following the Writing Process include:

 The ability to revisit previous work completed to find new ideas or refine existing ones.
 A more organized finished product.
 A less stressful experience, which is one cause of Writer's Block.
 Less time spent in the drafting stage.

THE STAGES OF THE WRITING PROCESS

The five steps of the writing process are made up of the following stages:

1. Pre-writing: In this stage, students brainstorm ideas, plan content, and gather the necessary
information to ensure their thinking is organized logically.
2. Drafting: Students construct ideas in basic sentences and paragraphs without getting caught up
with perfection. It is in this stage that the pre-writing process becomes refined and shaped.
3. Revising: This is where students revise their draft and make changes to improve the content,
organization, and overall structure. Any obvious spelling and grammatical errors might also be
improved at this stage.
4. Editing and Proofreading: It is in this stage where students make the shift from improving the
structure of their writing to focusing on enhancing the written quality of sentences and paragraphs
through improving word choice, punctuation, and capitalization, and all spelling and grammatical
errors are corrected. Ensure students know this is their final opportunity to alter their writing,
which will play a significant role in the assessment process.
5. Submitting / Publishing: Students can share their writing with the world, their teachers, friends,
and family through various platforms and tools.

The writing process—prewriting, drafting, revising and editing, rewriting, publishing—mirrors the way
proficient writers write. In using the writing process, your students will be able to break writing into
manageable chunks and focus on producing quality material. The final stage, publishing, ensures that
students have an audience. Students can even coach each other during various stages of the process for
further emphasis on audience and greater collaboration during editing.

Studies show that students who learn the writing process score better on state writing tests than those who
receive only specific instruction in the skills assessed on the test. This type of authentic writing produces
lifelong learners and allows students to apply their writing skills to all subjects.

Success in writing greatly depends on a student’s attitude, motivation, and engagement. The writing
process takes these elements into account by allowing students to plan their writing and create a
publishable, final draft of their work of which they can be proud. It addresses students’ need for a real
audience and to take the time to draft and redraft their work. You can help your students think carefully
about each stage of their writing by guiding them through the writing process repeatedly throughout the
year and across various content areas.

STRATEGY IN PRACTICE

The writing process involves teaching students to write in a variety of genres, encouraging creativity, and
incorporating writing conventions. This process can be used in all areas of the curriculum and provides an
excellent way to connect instruction with state writing standards.
The following are ways to implement each step of the writing process:

 Prewriting—This step involves brainstorming, considering purpose and goals for writing, using
graphic organizers to connect ideas, and designing a coherent structure for a writing piece. For
students, scribbling and invented spelling are legitimate stages of writing development; the role
of drawing as a prewriting tool becomes progressively less important as writers develop. Online
graphic organizers might help students to organize their ideas for specific writing genres during
the prewriting stage. Examples are the Essay Map, Notetaker, or Persuasion Map.
 Exploring Ideas
 Interview yourself
 Free writing
 Journal writing
 Reading and saving
 Clustering
 Brainstorming
 Cueing

 Drafting—Have students work independently at this stage. Confer with students individually as
they write, offering praise and suggestions while observing areas with which students might be
struggling and which might warrant separate conference time or mini lessons.

 Revising and Editing—Show students how to revise specific aspects of their writing to make it
more coherent and clear during mini lessons. You can model reading your own writing and do a
think aloud about how you could add more details and make it clearer. Teach students to reread
their own work more than once as they think about whether it really conveys what they want to
their reader. Reading their work aloud to colleagues and other adults helps them to understand
what revisions are needed. Rewriting—Have students incorporate changes as they carefully write
or type their final drafts.

As you learn the writing process, you will begin to master writing and take it into all aspects of life.

You can can edit your own work using a checklist, such as the Editing Checklist. Editing is when you
have already revised content but need to correct mistakes in terms of spelling, grammar, sentence
structure, punctuation, and word choice.

Use mini lessons, small-group lessons, or individual conferencing if necessary to make sure that students
have made thoughtful changes to their writing content before moving on to the final draft.

 Publishing—Encourage students to publish their works in a variety of ways, such as a class book,
bulletin board, letters to the editor, school newsletter, or website. These tools are useful for
creating newspapers, brochures, flyers and booklets. Having an authentic audience beyond the
classroom gives student writing more importance and helps you to see a direct connection
between your lives and your literacy development.

III. ASSESSMENT:

Direction: You need to research and watch this: “The Peer Edit with Perfection! Power
Point Tutorial”. Discuss with your colleagues to give feedback on your comprehension during F2F class.

IV: APPLICATION:

Direction: Create a writing workshop and do the following:

Topic : The Effect of Agricultural Sector through the Unpredictable Weather in

the Philippines

Form and Purpose : An essay that informs and persuade readers about the effect of an issue
related to the topic.
Audience : BSA Freshmen

Length : Three to five pages

Focus : Introduced your narrowed topic and thesis statement in the first
paragraph. Support your essay with facts, details, examples, and reasons.
Conclude with a reminder of your essay and a clincher sentence.

Sources : magazines, newspapers, articles, television documentaries, interviews, and

personal interviews.

Prewriting : Use the Clustering technique to narrow your topic. Then research it and
prepare an outline.

Writing: : Use your outline to write a first draft. Include footnotes if you use
information from other sources.

Revising : Use the checklist on how to revise, edit, and proofread your first draft.

Good job! You successfully accomplished your seventh module. Keep up the good work!

References:
 Borjars, et al. (2019). Introducing English Grammar, Routledge, London
 Ranford, A. (2016). Analysing English Sentences, Cambridge Univ. Press, U.K.
 https://www.grammarly.com/blog/author/mattellis

Prepared by:

GILNA D. CAVAN, MAED.ET

Instructor

Checked by:

ALMA A. MAULIT, MA-ENG

Program Head, GEC

Approved:

LEOARDO E. LACOSTALES, PhD.

Dean for Academic Affairs