Prewriting Stage Modules: National Rti Writing Demonstration Project

Table of Contents
Prewriting Stage Modules

Sections are designed to be used separately and in any order,
except for the Introduction which should be taught first.
Introduction: Writing Process & Prewriting Stage……… Slide 2 – 9

What-Why-How Strategy ………………………………………….. Slide 10 - 28
Essay Organizer …………………………………………………………. Slide 29 - 32
Topic and Prompt …………………………………………..…………. Slide 33 - 42
No Prompt and Topic T-Chart Strategy ….…………..….…. Slide 43 - 55
Thesis Statement ……………………………………………………... Slide 56 – 65
Handouts …………………………………………………………………. Slide 66
What-Why-How Strategy Form ………………………..…… Slide 67 - 68
Essay Organizer Form ……………………………………………. Slide 69
Practice Writing Prompt ………………………………………... Slide 70
What-Why-How Strategy Examples ………………………….. Slide 71
Language Arts ……………………………………………………….. Slide 72 - 76
Math …………………………………………………………………….. Slide 77 – 78
Science …………………………………………………………………. Slide 79 – 80
Six Writing Traits Rubric …...……………………………………… Slide 81 - 83
National RtI Writing Demonstration Project

The Writing Process
What is the Writing Process?
It is …
• a series of stages to help you write well;
• like using a map to get to an unfamiliar place;
• comprised of six stages - prewriting, drafting,
sharing, revising, editing, and publishing; and
• a process that is enhanced by collaboration.
It is not …
• a linear process; you may revisit any stage as
many times as needed.
Why might you need a Writing Process?
Writing is not a natural talent;

writing skills can be learned.
• Writing takes practice and patience; with

practice your skills will improve.
• Good writers follow a writing process.

The First Stage is the Prewriting…

Writing Process: Prewriting Stage
What is “prewriting?”
It is...
• the first stage of the writing process;
• an opportunity to discover ideas and write them

down; and
• what you do before you start writing (drafting).
Planning before Writing

Prewriting is a time to…
• turn your brain on and think about the topic/prompt;
• jot down a few quick ideas;
• experiment with the ideas;
• try out something new with only a little effort; and
• warm up, like playing a sport or musical instrument,

with a good idea.

Prewriting is about generating ideas for writing.
Prewriting is any activity that helps you…

• decide on or clarify your topic;
• brainstorm ideas on the subject;
• find your voice;
• organize your ideas; and
• list places you can research information.
Tools that help with prewriting:

• Graphic organizers;
• Charts;
• Story webs; and
• Word lists.
Prewriting – Developing your Ideas
Remember to keep these two things in mind

as you begin to develop your ideas.
• Purpose – Why are you writing this?
• Audience – Why is it important to the audience?

This Prewriting Stage lesson is about…
Strategies

Prewriting Strategies
What-Why-How Strategy
helps to clarify your opinion, identify

What-Why-How reasons to support your opinion, and
develop evidence to support each reason
assists you to generate topics to write
Topic T-Chart
about
assists in develop your main idea, identify

Graphic
reasons to support your opinion, and
Organizers
identify examples to support each reason
I didn’t
know that.
Did You Know?

The more time spent on prewriting, the higher the quality of the writing.
National RtI Writing Demonstration Project Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
Prewriting – Develop Your Idea
This is a strategy to support any opinion

you might have about your topic.
What do you think?
Why do you think it?
How do you know?
What do you think?

One sentence stating your opinion.
It can also be your main idea.

The reasons you have to support your opinion.
How do you know?

The evidence, examples, or proof you have
to support each reason.
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think? Why do you think it? How do you know this?
Write one sentence that tells what you think. Give reasons that tell why you think what you Give examples to support each reason.
think. What details describe what you think?
What do you think?
• What reasons support the main idea? What examples prove your thought?
What is the main idea of the paragraph?
1.
2.
3.
What-Why-How Strategy Form
The purpose of this form is to help you develop and
record your ideas about your topic.
All your ideas will be helpful when you start drafting
your paper.
Locate the “What” column on the form.
This is the column you fill out first.
What do you think?
One sentence stating your opinion about your topic.

This may also be your main idea.
For example, consider a topic about the “dog” character.
What is your opinion about the dog?
The dog is the most amazing animal in the whole world.
Write one sentence that tells what you think..
Give reasons that tell why you think what you Give examples to support each reason.
What do you think? think. What details describe what you think?
What is the main idea of the paragraph? • What reasons support the main idea? What examples prove your thought?
1.
The dog is the
most amazing
animal in the
whole world. 2.
3.
“Why do you think it?”
The reasons you have to support your opinion.
Brainstorm reasons that supports your opinion.
What: The dog is the most amazing animal in the

whole world.
Why – list of reasons
• He protects Sam (main character).
• He plays with Sam.
• He does homework for Sam.
• He makes money for Sam.
Select the three most important reasons and write in “why”
column.
Write one sentence that tells what you think.
Give reasons that tell why you think what you Give examples to support each reason.
What do you think? think. What details describe what you think?
What is the main idea of the paragraph? • What reasons support the main idea? What examples prove your thought?
The dog is the most 1.

He protects Sam (main
amazing animal in the character).
whole world.
2. He plays with Sam.
3.
He does homework
for Sam.
How do you know?
The evidence, examples, or proof you

have to support each reason.
Identifying evidence can be challenging.

You may need to keep asking questions about
each reason to uncover the “how.”
Examples, evidence, or descriptions are important as
your readers need proof to understand your opinion.
How do you know?
Example: The “dog”
Why How
• He protects Sam. • Whenever someone comes to the
door he barks to let Sam know.
• He plays with Sam. • At the park he plays Frisbee. He
catches it in his mouth and brings
it back.
• He does homework • He’s great with math. He has a
for Sam. little trouble holding the pencil,
though.
Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
What do you think? think.
What details describe what you think?
What is the main idea of the paragraph? • What reasons support the main idea?
What examples prove your thought?
The dog is the most 1. He protects Sam (main • Whenever someone

amazing animal in the character). comes to the door he
whole world. barks to let Sam know.
2. He plays with Sam. • At the park he plays

Frisbee.
• He catches it in his
mouth and brings it
back.
3. He does homework • He’s great with math.
for Sam. • He has a little trouble
holding the pencil,
though.
Let’s look at one more example

• What reasons support the main idea? What examples prove your thought?
1. Queen Kapi‘olani’s Summer • She spent her leisure time at her

Waimanalo is a sacred and home is in Waimanalo. summer home in Waimanalo
special place to live.
• She went there to have tea and share
stories with people of the area.
• She entertained other royal families and
special guest.
2. We have one of the world’s • I learned to pole fish for Oio, and fish of
beautiful beaches. the area.
• Learned to body and bogie board and surf
in the waves.
• All our family gatherings and special
occasions were spent in Waimanalo.
3. Prince Jonah Kuhio Kalanianole • Majority of the population is Native
had designated Waimanalo as a Hawaiian
Hawaiian Homestead.
•It allowed the Native Hawaiian people to
live off the land.
•Helped maintain a strong Ohana system.
Review
You identify:
• What you think about the topic. Your opinion.
• Why you think it. Reasons that support your opinion.
• How you know it. Examples, evidence, proof

to support your opinion.
Use the information on the

to write the body
(3 paragraphs)
of your essay.
Introduction + Body + Conclusion

(First paragraph) (3 paragraphs) (last paragraph)
The Essay Organizer form

is one way to do this.
Essay Organizer Form – 5 Paragraph Essay
Hook:
INTRODUCTION
Introduce issue (prompt):
WHAT/Thesis statement: What information goes here from
Explanation of Thesis: (What-Why-How Strategy)
Lead in (transition to body):
WHY #1/Main Idea – Reason (topic
sentence):
HOW #1: For instance, (evidence,

examples, descriptions):
Quote and explanation of quote and
refers back to thesis:
Transition sentence:
BODY – 3 PARAGRAPHS

sentence):
HOW #2: For instance, (evidence, Why and How information goes here
Quote and explanation of quote and from (What-Why-How Strategy)
sentence):

Restate Thesis:
CONCLU-
SION
Summary of reasons (optional)

Final thoughts (conclude with a “clincher”
or a “call to action”)
National
6 RtI Writing Demonstration Project
The Prewriting Stage is about…
Essay
Organizer

Essay Organizer
WHAT: The essay organizer helps you arrange the ideas

you generated in the prewriting stage.
HOW: Use the What-Why-How Strategy form you filled
out and arrange your ideas/sentences on the
essay organizer.
Prompt
Topic What-Why-How Essay Organizer
Strategy
No
Prompt

Hook:
INTRODUCTION
WHAT/Thesis statement: What information goes here from
Explanation of Thesis: (What-Why-How Strategy)
sentence):


sentence):
HOW #2: For instance, (evidence, Why and How information goes here
Quote and explanation of quote and from (What-Why-How Strategy)
sentence):

Restate Thesis:
CONCLU-
SION

6
Essay Organizer
Your Turn
Step 1: Locate your completed What-Why-How Strategy and

Essay Organizer.
Step 2: Fill in the information you have for the “Introduction” on

the Essay Organizer.
Step 3: Decide on the order of your main ideas (#1, #2, and #3).
Step 4: Fill in the “Why” and “How” for each paragraph.
Step 5: Write the information you have for the “Conclusion.”
Now you are ready for the “Drafting Stage.”

Let’s look at writing to a prompt…
Topic
Prompt

What is a Prompt?
Basically, a prompt is a question or an instruction

that tells you what you're supposed to write.
For example, a prompt might instruct you to write

about…
• a story you have read;

• your opinion on a topic;
• something you have experienced; or
• a research topic.

Deconstructing a Prompt
Constructing means to build and

deconstructing means to take apart
How do I
do that?
To deconstruct a prompt:
1. Read it.
2. Take it apart.
3. Understand what you need to do.
4. Determine how to respond to the prompt correctly.

Identifying Key Parts of a Written Prompt
Does the prompt give you suggestions

Hints to get started?
• Pay careful attention to the wording of the prompt.
• Look for suggestions in the prompt to get you
started (ideas to think about, verbs that tell
you what to do).
• Use key words from the prompt to construct

your thesis statement.

Identifying Key Parts of a Written Prompt
You can use the word RAFTS to help you remember how to deconstruct a prompt.
What role do you take as the writer? (student, citizen, expert)

Role
Who is your audience? (class, parent, teacher, friend)

Audience
What kind of response are you writing?
Format (essay, letter, descriptive)
What are the verbs in the prompt asking you to do?

(advise your classmate, justify your opinion, explain why…)
Task
What are the key words that you need to include in your response?
Strong key Hint: Use these words to construct your thesis statement.
words
Example of Deconstructing a Prompt
Doing a Good Job
Select a person you know who does a good job in his or her profession. This person may be an
entertainer, an athlete, a character in a story, or simply a successful family member.
Write a multi-paragraph essay describing why you think this individual is so good at his or her
job. Include specific examples and details to support your response.
What role do you take as the writer? (student, citizen, expert)
Role I am writing this as a student.
Who is your audience? (class, parent, teacher, friend)

My audience will be the teacher.
Audience
What kind of response are you writing?
Format I am writing a descriptive multi-paragraph essay.
What are the verbs in the prompt asking you to do?

Select a person, write an essay describing why he/she is good
Task at his/her job, include examples and details
What are the key words that you need to include in your response?
Strong key Profession, successful
words
Your Turn
Prompt:
Lots of people try to give us advice—parents, friends,
brothers or sisters, teachers, etc. Tell a true story about
a time you were given or gave advice. Tell if the advice
was followed or not and the results.
Form Pairs
Re-read the prompt and deconstruct it

by writing your response for:
Strong
Role Audience Format Task
Key Words
Practice Writing Prompt
Lots of people try to give us advice—parents, friends, brothers, or sisters, teachers, etc.
Tell a true story about a time you were given or gave advice. Tell if the advice was
followed or not and the results.
Role
Audience
Format
Task
Strong key
words
The most important prewriting activity is to think
about what you are going to write about.
Good writing is about…
• clarifying the topic/deconstructing the prompt;

• identifying strong feelings about the topic; and
• forming an opinion about the topic.
icon

Writing to a Prompt
Review
Write one to two complete sentences describing

how to deconstruct a prompt.
Read your sentences to a partner.

Topic
Prompt No Prompt

What are you going to write about?
PROMPT
Sometimes you are given the topic or prompt.
NO PROMPT
Sometimes you might choose a topic.
icon

Let’s look at developing your own topic…
Topic
No Prompt

Topic T-Chart
helps to clarify your opinion, identify

What-Why-How reasons to support your opinion, and
develop evidence to support each reason
assists you to generate topics to write
Topic T-Chart
about
assists in develop your main idea, identify

Graphic
reasons to support your opinion, and
Organizers
identify examples to support each reason
I didn’t
know that.
Did You Know?

The more time spent on prewriting, the higher the quality of the writing.
No Prompt
Sometimes you have a choice about what to write about.
How do you find things you care and feel strongly about?
One helpful strategy is to use a

Topic T-Chart
• brainstorm ideas of things
you care about
• make a list on a T-Chart
Let’s try it together!

Topic T-Chart Strategy
Your Turn: Make a T-Chart on a piece of paper and
brainstorm a list of ideas.
Write things you “like” and things you “hate.”
Like Hate

Share your “likes” and “hates” with a partner.
Identify which “like” and “hate” on your list

do you feel strongest about?

Let’s try another one.
Typical life experiences and
unusual life experiences.
Typical Unusual

Share your “typical” and “unusual” life
experiences with a partner.
Identify which experience you feel

strongest about.

Other things you might explore for topic ideas…
Important/Not Important
Things that are very important to you and
things that are not important.
Change/Stay the Same

Things you might want to change and
things you want to stay the same.
Regret/Proud of
Things you regret and things you are proud of
Fun/Required
Thing you do for fun and
things you do because you have to do them.
Prewriting Stage – Pick Your Topic
After you have made a list of possible

ideas, it is time to pick your topic.
Pick something that you…

__ have strong feelings about;
__ know a lot about;
__ can describe in great detail;
__ think will interest your audience; and
__ think will be worth reading for your audience.
Select one topic from your list.

Share your topic with a partner.
State why you believe your topic meets

all the criteria below.
__have strong feelings about the topic

__know a lot about the topic
__can describe in great detail
__think will interest your audience
__think will be worth reading for
your audience
Now you have your topic and one that you care about.
The most important prewriting activity is to think
about what you are going to write about.
Good writing is about…
• clarifying the topic/deconstructing the prompt;

• identifying strong feelings about the topic; and
• forming an opinion about the topic.
icon
“Voice” is choice!
Thesis
Statement

Thesis Statement
WHAT: A thesis statement is the:

• main point of your essay;
• basic stand you take;.
• opinion you express; and/or
• central point you wish to make.
WHY: The primary purpose of a thesis statement is

to persuade the reader that your “thesis” is valid.

Thesis Statement
PARTS: It must contain two parts:
• subject (also called a topic); and
• opinion or assertion about that subject.
EXAMPLE:
Elvis Presley (subject) was an extremely influential
musician and public figure (opinion about the subject)
before his death.

Five General Rules for an Effective Thesis Statement
An effective thesis statement makes an assertion, is a
main idea, takes a stand, narrows the topic, and is specific.
1. A thesis statement makes an assertion;

it is NOT a simple statement or observation.
2. A thesis is a main idea; it is NOT a title.
3. A thesis takes a stand; it is NOT an announcement.
4. A thesis statement narrows the topic;

it is NOT a broad statement.
5. A thesis statement is specific; it is NOT vague.
http://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/E13-Writing-an-Effective-Thesis-Statement.pdf
Example of an Effective Thesis Statement:
Swimming (subject) is great way to improve physical and

mental health (opinion about the subject).
Compare the effective thesis statement above with ineffective statements below.
1. A thesis statement makes an assertion; it is NOT a simple

statement or observation.
Simple statement: Kids swim in the ocean.
2. A thesis is a main idea; it is NOT a title.

Title: Swimming is fun.
Example of an Effective Thesis Statement:
Swimming (subject) is great way to improve physical and
mental health (opinion about the subject).
Compare the effective thesis statement above with ineffective statements below.
3. A thesis takes a stand; it is NOT an announcement.

Announcement: This paper is about the benefits of swimming.
4. A thesis statement narrows the topic; it is NOT a broad statement.

Broad statement: There are many reasons to go swimming.
5. A thesis statement is specific; it is NOT vague.

Vague: Swimming has many benefits.
Example of improving a thesis statement:
Simple thesis statement: I believe eating the right foods
is very important.
Better thesis statement: Eating the right foods can
improve one’s physical appearance, ability to learn, and
capability to think critically.
Your Turn: Rewrite the thesis statement.
Simple thesis statement: I think a stronger bullying policy

at school is needed.
Better thesis statement:

Share the “better” thesis
statement with a partner.
Share a few as a whole class.

Thesis Statement
Keep in mind:
• A thesis statement does not need to be perfect before

you start writing your essay.
As your ideas evolve, you may revise your thesis
statement.
• Nothing in your thesis should be left out of your essay,

and nothing in your essay should be left out of your
thesis.

Review
Thesis Statement
What do you know now about writing a thesis

statement that you did not know before?
Share your answer with a partner.
Share a few answers as a class.

Handouts
Prewriting

 What reasons support the main idea? What examples prove your thought?
1.
2.
3.
Name _______________________________ Date: __________________ Period: _______
What-Why-How Strategy Form
My opinion:
What: Ask yourself
• What is my overall opinion? My thesis statement:
• What will my thesis statement be?
IDEAS VOICE
Why: Ask yourself How: Ask yourself
• Why do I think this way? • How do I know this?
• What are the reasons that support my opinion? • What is the evidence that proves your opinion?
Main Idea – reason to support your opinion (evidence, examples, descriptions, quotes)
Paragraph
Paragraph
ORGANIZATION
Paragraph
Adapted from The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
Hook:
INTRODUCTION
WHAT/Thesis statement:
Explanation of Thesis:
sentence):
HOW: For instance, (evidence, examples,

descriptions):
Quote and explanation of quote and refers
back to thesis:
sentence):

descriptions):
back to thesis:
sentence):

descriptions):
back to thesis:
Restate Thesis:
CONCLU-
SION

6
Practice Writing Prompt
Prompt:
Role
Audience
Format
Task
Strong key
words
Examples of

What – Why – How Strategy Form – Descriptive Essay Example
1. My Mom and Dad have • Dad said his tattoo signifies our family
The adults in my ‘ohana have genealogy.
tattoos. tattoos.
• Dad was in the army when he got his first
tattoo.
• My mom loved butterflies when she was in
high school.
2. My Uncles and Aunties have • Uncle said his friend did it for free.
tattoos. • Aunty put Uncle’s name when they got married.
• Uncle put grandpa and grandma’s name in
memory of them after they died.
• Uncle has all my cousins names to signify their
birth..
3. My older siblings and cousins • My cousin put our zip code and said, ”that’s
have tattoos. where I’m from.”
• My brother put his girlfriends name.
• My sister put her Hawaiian Name.
• My cousin put a Chicken cause he like to chicken
fight.
What – Why – How Strategy Form – Descriptive Essay Example
1. Queen Kapi‘olani’s Summer • She spent her leisure time at her

Waimanalo is a sacred and home is in Waimanalo. summer home in Waimanalo
special place to live.
• She went there to have tea and share
stories with people of the area.
• She entertained other royal families and
special guest.
2. We have one of the world’s • I learned to pole fish for Oio, and fish of
beautiful beaches. the area.
• Learned to body and bogie board and surf
in the waves.
• All our family gatherings and special
occasions were spent in Waimanalo.
3. Prince Jonah Kuhio Kalanianole • Majority of the population is Native
had designated Waimanalo as a Hawaiian
Hawaiian Homestead.
•It allowed the Native Hawaiian people to
live off the land.
•Helped maintain a strong Ohana system.
What – Why – How Strategy Form: Persuasive Essay Example
1. Child labor banned in USA but not • Child labor is banned in America .
You should think before buying • 200 million children world-wide work
something made in a country that other countries.
full time in conditions not fit for an
uses child labor to make cheap animal.
items for Americans and other • Pakistan and India use child laborers as
people to buy. young as four years old.
2. Young children in other countries • “Bonded labor” systems force children

are forced to work. to work for a single employer for many
years.
• 13% of the workforce in Honduras is
between 12 and 15 years old.
• Children may work 14 hours a day with
no break.
3. Children are not paid in full for the • Children are not paid minimum pay.
work they do. • Children in Haiti are paid 28 cents per
hour on average and 18 cents in Sri
Lanka.
• Children in Viet Nam and China do not
make more than 11 cents.
What – Why – How Strategy Form: Persuasive Essay Example
My mother is my hero. 1. My mom was in the army. • She joined the army when men laughed
at women in the service.
• She survived wilderness tests most
men could not do.
• She is in the World Book of records.
• She received a metal.
2. My mom got a diploma from • She wanted to learn about managing

the University of Hawaii. peoples money.
• She started school after we were born.
• She studied after we went to bed.
• She graduated with high grades.
3. My mom started her own business. • She wanted to be her own boss.
• She helps people make money.
• She employs two other people.
What – Why – How Strategy Form: Expository Essay Example
Write one sentence that tells what you think.. Give reasons that tell why you think what you Give examples to support each reason.
My dog is the most amazing 1. He protects me. • Whenever someone comes to the
animal in the whole world. door he barks to let me know.
• When we take a walk, he growls at
strangers.
2. He plays with me. • At the park we play Frisbee.

• He catches it in his mouth and brings
it back.
3. He does my homework for me. • He’s great with math.

• He has a little trouble holding the
pencil, though.
What – Why – How Strategy Form: Math Example
A square is also a rectangle, a 1. The definition of a rectangle fits a • A rectangle has two sets of congruent
parallelogram, and a rhombus. square. parallel sides.
• A rectangle has four right angles.
2. The definition of a • A parallelogram has opposite sides that

parallelogram fits a square. are congruent.
• The opposite sides of a parallelogram
are parallel.
3. A square fits the definition of a • A rhombus has four sides.

rhombus. • All the sides of a rhombus are
congruent.
What – Why – How Strategy Form: Math Example
Jun Ken Po is a fair game. 1. Everybody has the same three • Each player has a 1/3 probability of
choices: rock, paper, scissors. selecting rock, paper or scissors.
• Each choice only beats one of the other
choices.
2. The definition of fair applies • Everybody has the same chance of

to the game. winning.
• The player has a 50/50 chance of
winning.
• There are 9 possible outcomes in the

3. A tree diagram show the game is game.
fair. • Rock wins in two of the outcomes,
scissors wins in two of the outcomes,
and paper wins in two of the outcomes.
• Three of the outcomes are draws.
What – Why – How Strategy Form – Science Example
1. Faster wind means bigger •Energy is not created it is transferred.

The energy in storms is what
creates ocean swells. waves. •Fast wind has more energy to transfer to
the waves.
•The speed of the wind is wind velocity.
2. Bigger storms produce bigger •Fetch is the surface area affected by the
swells. storm.
•Bigger storms cover more surface area on
the ocean transferring more energy.
•When waves slam together they combine
their energy to make swells that can travel
great distances.
3. The amount of time the wind •The amount of time the wind blows is
blows over a spot in the called duration.
ocean affects the size of the •Longer storms transfer more energy to the
swell. ocean.
•Long, strong storms make the best swells.
What – Why – How Strategy Form – Science Example

•Fungi and bacteria are examples of

1. Decomposers make nutrients decomposers.
Food chains are made up of that are used by producers.
three different types of living •Decomposers break down unused dead
things that depend on each material and turn them in to nutrients for the
other. soil.
•The nutrients in the soil help plants grow.
•Plants are producers.
2. Producers rely on the
decomposers for nutrients •They make their own food through
and are eaten by some photosynthesis.
consumers.
•Photosynthesis uses the energy from the
sun, carbon dioxide from the air, and
nutrients from the soil to make food for the
plants.
•Consumers eat plants and other animals for
3. Consumers eat producers and energy.
are broken down by
•There are three types of consumers,
decomposers when they die.
herbivores, carnivores, and omnivores.
•When consumers die, their bodies are used
by the decomposers to make nutrients for the
soil.
Six Writing Traits Rubric

Ideas Organization Voice
5 – Focused, clear, specific. Holds 5 – Clear and compelling. Cohesive and 5 – Writer’s personality is expressed;
reader’s attention. Effective and unified structure with an engaging confidence and feeling are apparent;
Meets criteria
appropriate details. introduction and strong conclusion. connection to topic and audience is
__ Main idea clear and important __Introduction catches the audience’s strong.
__ Interesting details attention __Author cares strongly about the topic
__“Showing” and telling __Feels finished at the end __Strong feelings; honest statements
__ Purpose is clear and meaningful __Parts arranged in the best order __Individual, authentic, and original
__Surprising or unusual approach that __ Parts well paced __Well developed personality
works __Easy to follow from part to part __Writing evokes strong connection in
__Effective transitions the reader
3 – Focus on topic is somewhat defined. 3 – Generally unified structure with a 3 – Individuality fades in and out; result
noticeable introduction and ending;
Approaches criteria
Holds reader’s attention. Effective and is personable, but not compelling.

appropriate details. inconsistent use of transitions. __Author cares somewhat about the topic
__ Main idea somewhat clear __Introduction attempts to establish focus __Pleasant, but cautious statements
__ Somewhat interesting details __Feels somewhat finished at the end __ Individuality shows up sometimes
__Telling and no “showing” __Parts not arranged in the best order __ Personality shows through sometimes
__Purpose is somewhat clear __Most parts paced adequately __ Writing evokes limited emotion in the
__ Fresh approach to topic, yet lacks __ Somewhat easy to follow from part to reader
support to aid understanding part
__Inconsistent use of transitions
1 – Focus is unclear, has disconnected 1 – Demonstrates no evidence of a 1 – Writer lacks commitment to topic and
Does not meet criteria
details and a common approach. unified structure with no introduction connection to audience; evokes minimal
or conclusion; transitional devices not emotion in the reader.
__ Main idea is not clearly defined used. __Author lacks caring or involvement
__Limited or disconnected details __No real introduction with topic
__ Telling does not help understanding __Does not feel finished at the end __Lacks feelings or honesty in statements
__ Purpose is unclear __Parts were missing or hard to follow __ Individuality is not evident
__ Common approach __ Parts unevenly paced or missing __ Personality is not evident
__ Difficult to follow from part to part __ Writing evokes minimal emotion in the
__No use of transitions reader
Word Choice Sentence Fluency Conventions
5 – Writing has an easy flow, rhythm, 5 – Good grasps of standard writing
5 – Words convey the intended message
and cadence; varied, natural, and well conventions; uses conventions
in a precise, vivid, and natural way. The
Meets criteria
built sentences. appropriately to enhance readability.

words are effective and engaging.
__ Variety in sentence beginnings __ Punctuation is smooth and enhances
__ Strong verbs that inform actions
__ Variety in sentence length & structure meaning (inside and ending)
__ Effective adjectives and adverbs
__Sentences are easy to read aloud __ Capitalization is accurate
__Memorable words and phrases
expressively __Paragraphing enhances organization
__Accurate and effective words & phrases
__Sentences alternate in length to create __Spelling is correct
__Effective and engaging language for
rhythm and flow __ Grammar is correct
purpose and audience
__ Sentences are easy to understand
3 – Functional language; verbs, nouns, 3 – Rhythm and flow is routine and 3 – Basic grasp of the standard writing
adjective, and phrases are adequate; functional; sentences are clear but some conventions; conventions are
Approaches criteria
message is clear. are choppy and awkward. sometimes effective and enhance
__ Ordinary verb choice __Some variety in sentence beginnings readability.
__ Adequate adjectives and adverbs __Some variety in sentence length and __ Punctuation sometimes causes the
__Basic words and phrases structure reader to stumble and pause
__Somewhat accurate and effective __ Some sentences are smooth and __ Capitalization is mostly accurate
words and phrases others are halting __Paragraphing is present
__Somewhat effective language for __Sentences follow a predictable pattern __Spelling is mostly correct
purpose and audience __ Most sentences are understandable __ Grammar is mostly correct
1 – Limited vocabulary searches for 1 – Rhythm and flow is lacking; sentences 1 – Minimal grasp of the standard
Does not meet criteria
words to create meaning; word choice are unclear and patterns are repetitive. writing conventions; numerous errors in
& phrasing is inappropriate or repetitive. __Little or no variety in sentence conventions distract and/or confuse the
__ Limited verb choice beginnings reader.
__ Ineffective adjectives and adverbs __Lacks variety in length and structure __ Punctuation frequently causes reader
__Uninspiring words and phrases __ Sentences lack pattern when read to stumble and pause
__Inaccurate or ineffective words and aloud __ Capitalization is frequently inaccurate
phrases __Sentences lack rhythm and flow __Paragraphing distracts the reader
__Unclear or inappropriate language for __ Sentences are not easy to understand __Spelling is often incorrect
purpose and audience __ Grammar is often incorrect

Prewriting Stage Modules: National Rti Writing Demonstration Project

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Prewriting Stage Modules: National Rti Writing Demonstration Project

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Table of Contents

Prewriting Stage Modules

Introduction: Writing Process & Prewriting Stage……… Slide 2 – 9

National RtI Writing Demonstration Project

Writing is not a natural talent;

• Writing takes practice and patience; with

• Good writers follow a writing process.

National RtI Writing Demonstration Project

National RtI Writing Demonstration Project

• an opportunity to discover ideas and write them

• what you do before you start writing (drafting).

Planning before Writing

National RtI Writing Demonstration Project

• turn your brain on and think about the topic/prompt;

• jot down a few quick ideas;

• experiment with the ideas;

• try out something new with only a little effort; and

• warm up, like playing a sport or musical instrument,

National RtI Writing Demonstration Project

Prewriting is any activity that helps you…

Tools that help with prewriting:

Remember to keep these two things in mind

• Purpose – Why are you writing this?

• Audience – Why is it important to the audience?

National RtI Writing Demonstration Project

National RtI Writing Demonstration Project

helps to clarify your opinion, identify

assists in develop your main idea, identify

Did You Know?

This is a strategy to support any opinion

What do you think?

Why do you think it?

How do you know?

What do you think?

Why do you think it?

How do you know?

What – Why – How Strategy Form

Locate the “What” column on the form.

This is the column you fill out first.

One sentence stating your opinion about your topic.

For example, consider a topic about the “dog” character.

What is your opinion about the dog?

The dog is the most amazing animal in the whole world.

What – Why – How Strategy Form

“Why do you think it?”

The reasons you have to support your opinion.

Brainstorm reasons that supports your opinion.

What: The dog is the most amazing animal in the

What – Why – How Strategy Form

The dog is the most 1.

2. He plays with Sam.

How do you know?

The evidence, examples, or proof you

Identifying evidence can be challenging.

What – Why – How Strategy Form

The dog is the most 1. He protects Sam (main • Whenever someone

2. He plays with Sam. • At the park he plays

Let’s look at one more example

National RtI Writing Demonstration Project

What – Why – How Strategy Form

1. Queen Kapi‘olani’s Summer • She spent her leisure time at her

• Why you think it. Reasons that support your opinion.