Why I Write…

People write for all sorts of reasons every single day: send a text or email, leave or make a note, finish something for work or school, jot down a recipe, send a letter, balance a checkbook, make a grocery list, etc.

I, too, write America. As a writer and teacher of writing, I’m also excited about the National Day of Writing, which was created by the National Council of Teachers of English and adopted by the Senate every year on October 20th since 2009.

While following #TeachWrite on Twitter for their first Monday of the month chat this week, I saw Margaret Simon’s challenge to share #WhyIWrite.

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1. I write because I enjoy it.

I have so many reasons to write, but this is my number one reason: I enjoy writing. Yes, I’m a writing teacher. Yes, I’m in the middle of writing my first book (revising, actually). Yes, I sometimes have to write.

However, I wouldn’t be where I am now if I didn’t truly enjoy writing.

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I keep a writer’s notebook, and I fill it with my ideas. I love to write in it, and I love the feeling of needing a new one when I’ve filled the current one up!

I enjoy the feel of a colorful pen in my hand, and the gentle sound it makes when it touches the page.

2. I write because I have ideas.

“Where did that idea come from?”

“What are your sources of inspiration?”

There are countless others that writers are asked, but those are probably the top two. The great thing about writing is that ideas can come from anywhere. You can look at a blank page sometimes and start writing.

Some places I search for ideas:

  • past brainstorms
  • songs
  • poems
  • gifs
  • photos
  • life events
  • writing prompts
  • first line prompts
  • quotes

The photo below is from a prompt that said to use a song as inspiration. #FlashFicHive is a month-long flash fiction writing workshop hosted by Anjela Curtis on Twitter. I’ve used her prompts to inspire several pieces of flash fiction, and she has an event all this month!

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3. I write because I read.

It’s true. Reading and writing go hand-in-hand (ask any writer).

Writing about the books you read often help inspire others to read those books, too. I don’t write book reviews often, but I should! I outline them first in my notebook, which helps me show my process when I’m helping my students.

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For the final copy of this outlined review, click the following link: Book Review: Chasing Eveline. Maybe my writing will inspire you to read Leslie’s novel and write a review, too!

4. I write to help and inspire my students.

Speaking of helping my students, I also write with them. We recently worked on a personal narrative, so I wrote one in order to show them how to incorporate the skills we talked about.

As you can see, I purposefully added a lot of “to be” verbs (which is a lot harder than you think) as part of our lesson on incorporating better verbs. Unfortunately, not all of the changes were to stronger verbs, but we’re taking it one step at a time.

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Before we wrote our personal narratives, we created a “Treasure Map” of ideas. This map inspired students to try another narrative in their own writer’s notebook using a different “X” event.

Students are more likely to try something new when they have a model to use. They’re especially eager to try it when they see the teacher trying it, too!

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5. I write because I can.

What better reason to end this blog post? I write because I can. I am capable of writing, and sometimes it’s pretty good.

I can write stories for fun, narratives with my students, or poems because they help me cope with whatever it is I’m feeling.

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We gain freedom when we write, so why wouldn’t we want that?

Why do you write? What is your favorite form of writing? Share with me in the comments!

Resources

National Day of Writing — NCTE link

Join the #WhyIWrite Blog Hop — Margaret’s link

Writing Goals for the Classroom

We all know that goals are important in our lives; they give us a purpose. Students need that, too. They need a purpose in the classroom, one they choose.

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I’ve been incorporating writing goals in our class for the last couple years. They have changed significantly from when I started due to student feedback and my growth as an educator.

This year, these writing goals have changed again. This post is dedicated to sharing the beginning of this process, how it’s worked in the past, and how it will change this year.

“A long, long time ago…”

Okay, it wasn’t really a long time ago, but that song popped in my head when I moved on to this section.

What are writing goals? How does they look? Are these questions spinning in your mind right now?

When I first started using writing goals in the classroom, my purpose was to encourage a variety of writing. Students had six different sections on their goal sheet to work through.

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8th Grade student’s goal sheet from the first six weeks of school – 2015 school year

The top four sections (which can be modified for students who need modifications), were “free” in the sense that the teacher doesn’t choose the topics. The “Word Collector” part is based on Corbett Harrison’s Vocabulary Workshop.

The bottom two sections were assignments that students worked on in class, and they changed based on the unit we were in. Both of these sections encouraged the the writing process.

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Problem 1: As the school year progressed, I encountered the problem of students simply trying to fill up space without any cares toward the content or presentation of their writing. Paragraphs that should have had multiple sentences would be written in large print with only one sentence.

Problem 2: I also noticed that many students would wait until the last week of the grading period to complete their goals, which resulted in Problem 1 above.

Solution: In order to encourage students to take their time on pieces and use the entire grading period, I changed the goals again. Drastically.

“Ch-Ch-Ch-Ch-Changes/Turn and face the strange…”

I decided to keep with the musical headings. Music helps me through planning, so it fits, right?

At the end of that school year, I asked for student feedback about the writing goals. I already knew the things I wanted to change, but I wanted their insight, too.

  • “There were too many entries.”
  • “I never felt like I had enough time to finish what I started.”
  • “I didn’t like the limit in how many poems I could write.”
  • “We should get to choose how many entries we want.”

These insights helped show me how to change their goal sheets. Along with many other comments, students showed me the things that worked and didn’t work from their perspective.

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7th grade writing goals for the 4th six weeks — 2016 school year

As you can see, the format of the goal sheet completely changed. The calendar at the top served as not only a visual reminder of writing days, but it also served to help students keep track of their stamina over the grading period.

Each section of this new goal sheet was differentiated per each student’s needs and modifications.

  1. Stamina – dedicated to improving handwriting and writing daily (or semi-daily).
  2. Craft – dedicated to improving grammatical errors, which depends on skills each student needs to work on.
  3. Format – dedicated to improvement using the writing process. (The STAAR writing process I teach excludes the 2nd draft.)

Problem 1: Students wrote fewer stories, essays, and longer pieces.

Problem 2: Some students still waited until the last week to complete their goals.

Problem 3: I did not conduct regular student-teacher conferences to address progress in the craft section.

Solution: I again reached out to students, researched better ways to incorporate goals, and looked back at what did and didn’t work from my end. These wonderful goals have once again changed. I changed the goals a few times during the school year, which changed the goal sheet slightly throughout the year.

“I can see clearly now, the rain is gone/I can see all obstacles in my way…”

Okay, maybe I’m having a bit too much fun with the songs in my head… And I definitely can’t see every obstacle I could encounter, but I do know what I hope will happen.

Student feedback at the end of last school year helped me focus on what needed to be better.

  • “The stamina goal didn’t help me. I felt like I was just writing a sentence sometimes to get my day.”
  • “I didn’t like doing just one skill for the whole six weeks.”
  • “I liked the format goal, but some people chose easier ones than I did.”
  • “The revising and editing on the rubric should be part of the goals.”

I started researching different methods earlier in the year when students first started having issues with their writing goals. During this research, I came across Jeff Goins and his 3-Bucket Writing System.

Each bucket represented a different part of the writing process, and I wanted to see if I could incorporate this into writing goals since students wanted the revising and editing to be a part of their goals.

I added a bucket to his system and created a foldable that will help students identify which step of the writing process they’re on.

front and back

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Writing Ideas list to put under the foldable

As a writing teacher, I know students are constantly making lists or creating idea banks for when they don’t know what to write. The list above helps students take those ideas and write something with them.

I’ve used a version of this list every year, and students find it quite helpful. In Google Classroom, there is a student-created prompt list to help with generating ideas, too.

What can they do with these buckets, and how do they relate to this year’s writing goals?

I’m not sure why they look like different colors, but this document is front and back (I always use the back for the rubric to encourage responsibility). Click here for a Google Doc Copy of Goal Sheet.

On the front, you can see the incorporation of the bucket system. These sections are differentiated per student by allowing students to choose their own goal. Buckets 1 and 2 allow for us to focus on whichever skills we’re currently learning in class as well as the skills students already know.

There are still lines to fill in, which was a problem the first time around. The difference here is that every single line does not need to be filled.

For example: If a student chooses ‘7’ for their Bucket 1 goal, then they only need to complete seven different planning tasks. I would encourage them to leave the other lines there (instead of marking them out) in case they plan a lot more than expected.

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These goals also follow the S.M.A.R.T. Goals format. They are a bit ambiguous when it comes to the ‘what,’ but that is where student choice comes in.

  • Specific – Who: each student; What: differentiated per student, each section tells what is needed; Where: may work on in or out of class; Why: to improve writing skills; Which: minimum is the set goal, and maximum is more.
  • Measurable – Students can visually see when they’ve reached their goals, and there is a rubric with it.
  • Attainable – Each section must be reachable; there is no point setting a goal you’re not ready to reach.
  • Relevant – All skills are needed for class and writing in the real world.
  • Timely – Work on throughout the grading period, and due at the end. Students may need to set short-term weekly goals to complete their long-term six weeks goals.

“In the future when all’s well…”

School starts here next Monday (8/28), and we’ll set up our writer’s notebooks before we talk about goals.

The first few weeks —  During the first few weeks, we’ll work on different assignments in class that will help students complete items for each bucket. They will learn how to add it to their notebook and their goal sheet.

Student-Teacher Conferences —  One of my most successful years of teaching involved one-on-one conferencing. Students have what Corbett Harrison calls Sacred Writing Time. Students will meet with me during that time once or twice every two weeks in order to conference about their writing.

photo from Corbett Harrison’s website

Students should complete pre-conferencing before their day. During pre-conferencing, they will answer a few questions and find examples of each answer in their writer’s notebook.

  1. What are two things I’m doing well?
  2. Where have I worked on my “conference” skill, and how am I progressing with it?
  3. What is one thing that I don’t understand?
  4. Do I have any other questions?

Foreseeable Problems —  Not taking time to do the best work possible or waiting until the last week to complete goals.

Possible prevention for those problems — Since we are working on most of these as class assignments this six weeks, students will hopefully feel the need to do their best from the start. This will also keep them from waiting until the last minute. I’ll walk them through setting short-term goals to see how much they need to accomplish each week, which will also help encourage “timely” completion.

All in all, I’m looking forward to this new format, and I’m hoping that it goes well! I’ll definitely post an update sometime next grading period.

What are your tips and tricks for writing goals and writing in the classroom? Which resources do you use? Share with me in the comments.

Resources

I’ve already added the links above, but I’ll create a comprehensive list here in case you need it.

Corbett Harrison

Jeff Goins

Other Sites

5 Steps on the Journey to the First Draft — Author Tool Box

What can I share for this month’s Toolbox? What can I write about that could be even slightly helpful to other writers?

I’ve been trying to answer this question for a few weeks in preparation for this post, but I still didn’t have an answer until recently. Someone suggested I write a brainstorm about zombies… Well, zombies aren’t on the agenda this time; however, brainstorming was a great idea!

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This month’s toolbox will be dedicated to brainstorming, plotting, outlining, and all the little details that go into planning for a first draft — that is… if you’re not a pantser (someone who dives into the first draft without prior planning).

I’ll walk you through the planning process I took with my (yet to be published) first novel. Planning, like the writing process, is recursive — the appearance of linear steps doesn’t necessarily equal a fluid process, but a few steps do help…

1. Start with an idea.

No matter what your next step is, the first step is to have an idea. This idea can come from anywhere. You may have seen a cow while driving down the road or heard lyrics that spoke directly to your imagination. Maybe you were talking to your best friend during lunch and something at that moment stuck out to you.

Grab it! Take hold of that idea. See where it leads. My idea came from a poem by Samuel Taylor Coleridge, a poem asking a question.

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2. Take that idea and see what shape it takes…

That would make a great novel! I have an amazing story idea!

How many times have those words come out of your mouth? How many times have you remembered your idea over the next few days before it faded into the everyday world that is life, into the abyss?

Don’t waste any time! Write it down! Take that wonderful idea to your writer’s notebook, and see what you’ve got. Free-write as much as you can about all the possibilities swirling around in your mind at that moment. It doesn’t matter how ridiculous they sound — write them down.

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That is just what I did. On October 12, 2014, I wrote down the story idea that was zig-zagging its way around my brain.

Would I use everything I wrote on this page? No. I have no idea who “Darren” is anymore since he’s not part of the current round of revisions I’m on, but he was important at one time, which is all that matters. The idea is written.

3. Choose a direction… a path…

Now what?

Do you get stuck on this step? I did. I had never written a novel-length draft before, which meant that I had definitely not planned for one, either. How in the world was I supposed to do that? What was I supposed to do next?

Research.

There. I said it. This isn’t the kind of research you’d expect, though. It’s research into different planning processes for building up to your first draft. If you don’t know how to get there, the best thing to do is see how someone else did it. Right?

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So I did. There are so many different ways to plan a novel. Did you know that? Out of the numerous ways I found, I decided to choose Randy Ingermanson’s Snowflake Method because it seemed the most straight-forward for a novice (and it was free…).

It took me quite a few tries with his first step, a one-sentence summary, because I couldn’t decide how old my MC (main character) was going to be.

More research.

Have I mentioned before how much I actually enjoy research? I really do! (Is that weird?)

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Around the time I was starting to plan, I’d read a new YA (young adult) dystopian novel, Rite of Rejection by Sarah Negovetich.  Because of this novel, I thought about my MC… Maybe she should be a young adult… Maybe she should live in a dystopian world… Maybe…

After my research, I decided Macy should be a teenager, but she wouldn’t live in a dystopian world. Instead, she would be the star of an epistolary novel, an idea that came to me during another free-write for ideas (see that recursive writing thing?).

I finally had “step one” of the Snowflake Method.

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4. Start outlining… possibly scene-by-scene…

The snowflake method will eventually lead you through meeting your characters, discovering their motives and end goals, and figuring out why each of them is important to your story.

I didn’t know most of this before I started plotting scenes, however.

Don’t tell, but that means that I didn’t follow this method to the letter. You should know, if you don’t already, that you are not obligated to follow anyone’s method verbatim. You are a writer, different from other writers, which makes your process unique to you. Keep that in mind as you continue.

I did keep a small chart of characters handy, though…

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Anyway, back on track… I did like the scene-by-scene outline. Randy suggested using a spreadsheet, which I love because it allows you to move things around in the future, but I didn’t. This particular time, I used my notebook.

And I started over several times when the story changed somewhere in the middle… See why the spreadsheet would’ve been helpful?

See how many times it changed in such a short amount of time? I even started color-coding after awhile for POV (point-of-view).

I have encountered writers who don’t like the scene-by-scene outline (or chapter-by-chapter as I’ve seen some others do) because they feel it inhibits creativity. I am of the opposite mindset. The scene detail only states what will happen. It doesn’t state the why or how of the situation.

The only downfall to this outline is when characters start changing your story (trust me, they will) — then you’ll find out just how important an editable outline truly is. But don’t worry about that now… This is only the planning stage.

5. Leave a little room for whatever comes along.

Even if you plan, the whole basis of the story could change if one ornery character decides he doesn’t like the backstory you gave him. Or, in my case, he doesn’t want to reveal his backstory to you until you are well into the first draft.

As stated above, characters will change your story for you. They will let you know when something is working or not as you’re drafting, so keep an open mind while you’re planning. Try not to get too specific.

Write down your thoughts as you come to them to see if they get answered during your first draft….

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A great help may even be to write down a list of all the questions you have about your idea: the characters, the main and sub-plots, the action, etc. Keep a running list of things that are important and things that could change.

Sometimes you can even take a break from planning and learn some new words that relate to your idea: MC’s job lingo, vocabulary related to setting, etc. Since my idea revolves around nightmares, I dove into a couple terms related to that, which may end up having nothing to do with my novel in the end, but they’re good to have anyway.

What if I get stuck?

Don’t worry! Is it writer’s block that has you worried? Or do you simply need some ideas to push you toward the next step? I don’t have all the answers, but I can offer you a few methods that could help:

  • make lots of lists: characters, plot bunnies, settings, conflicts, etc.
  • draw a plot diagram: where do you imagine the story going, where is one particular character’s story going, etc.
  • free-write: whatever comes to mind, a scene you’re eager to see on paper, a letter from your character to you, etc.

What about you? What do you do when you get stuck? How do you plan for a first draft? I’d love to see what your strategies are in the comments below!

Author Toolbox

This post is part of the #AuthorToolboxBlogHop, which is dedicated to helping writers become stronger and more confident in their craft. Click here for more information, to continue hopping through other posts, or to join in!

Nano Blog and Social Media Hop2

Resources:

Snowflake Method by Randy Ingermanson

“The 8 Habits of Highly Successful YA Fiction Authors” by Noal Feeny

Parental archetypes in YA fiction

Camp NaNoWriMo

3 Steps for Writing a Poem

Poetry: a mellifluous word all by itself. Does it sound so beautiful the first time it’s written down, though? Or is there a process for writing poetry? That’s a hard question to answer. Some poets will say no. Others will say yes. The answer, however, depends on you and the purpose of your poem.

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For me, poetry is a process. I have to have somewhere to start and somewhere to end. I can write a micropoem on Twitter, but it’s not always a quick process. It takes a few drafts before I can make it sound right or fit into the 140-character limit.

How does that transfer to longer poems or poems that follow a specific format? Is the writing process necessary for poetry? For me, the answer is yes. Let’s take a peek into what that process looks like for me with three different poems…

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1. I need to research.

The type of research varies depending on the poem I want to write.

Example 1: A poem that doesn’t follow a format

My friend Veronica asked me if I could write her a poem because her current life circumstances were making her feel helpless. I asked her one question: What is your favorite animal?

A hippopotamus. I didn’t know much about hippos, so I searched for information about them through National Geographic. I now had details I could use in my poem.

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Example 2: A poem that does follow a format

I like the challenge of learning new poetic formats, so I’ll often learn about different ones. I don’t know how many poetic formats are out there, but there’s such a variety that poets will never lack for challenges.

Two such formats I’ve tried were the Pleiades format and Huitain format. I started by researching how each of these formats worked.

2. I write a rough draft (or two); then, I revised and edit it.

I know this step actually combines several steps of the writing process, but I didn’t think you’d want to see each individual step. I also don’t have pictures for each step, either, so it’s okay. Poetry is shorter, which means you can fix a bit more of it in one step anyway.

The most important thing, though, is getting your idea on paper before adding imagery, figurative language, and other poetic techniques. If you keep a writer’s notebook, then you’ll have a plethora of ideas at your disposal.

Example 1: The hippo poem was a bit easier to start since I already had a topic. However, it took the most drafts. I had to decide which parts of the research to include, what the theme would be, and if I wanted it to rhyme or have a rhythm.

Example 2: Topics for the formatted poems weren’t as easy to discover. The trick with poetry, if you’re interested, is similar to the Robert Frost quote above: use your emotions.

The Pleiades poem was inspired by the emotion I felt for a close family member, one who suffers from mental illness. I chose the letter ‘A’ to use with the format because it worked with the title, which I had first.

Family seems to always play on my emotions because the Huitain poem was inspired by a different member of my family, one who had recently went back to an abusive relationship.

With both of these poems, you can see that the idea, or rough draft, is written before I start changing the rhythm to match the pattern of the format. It’s incredibly hard to count out syllables while you’re writing, so my suggestion is to always write out your idea first — then fix it up how you like.

3. I write the final copy.

This last step can include publishing, too.

Example 1: Since Veronica, who goes by Roni, was going through a hard time, I decided to illustrate her poem. I am not the greatest at drawing, but I can do a decent job if I take my time. After I finished up her poem and drawing, I sent her a copy: published.

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Example 2: I chose not to illustrate my other poems. (It truly takes a long time for me, and I almost always have to have a point of reference.) I think it’s important to have a legible final copy for whatever you choose to do with it next (blog post anyone?).

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That’s it.

That’s my process when writing a poem, but it’s not everybody’s process. How do you write a poem? Do you plan it out? Do you research? Do you go through a process? Feel free to share with me in the comments.

Resources:

What is micropoetry?

List of poetic formats I use for my students

List of more advanced poetic formats

 

Conquering the Writing Process in 7 Steps

The Writing Process.

We’ve all heard of it. We know what it is. We know why it’s used. We know that it’s often the bane of our existence. Why does the combination of those three words fill us with dread? Shouldn’t they excite us and fill us with wonder? They are here for us, the writers, after all.

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Not every writer follows the same process when writing. One writer may take different paths depending on the piece, as well. This is not going to be a one-size-fits-all solution, by any means. I am simply going to show you my writing process – the same process that I teach my students. It works for me. It works for most of them. Your job is to grab your writer’s toolbox and find what works for you.

1. Prewriting

Prewriting is the best part of the writing process. (Although, some may argue that it’s the second or third best — we’ll get to those reasons later.) Why is it the best? This is the moment when you have an idea. This is the moment when you choose to take that idea and let it blossom into something glorious. This is your moment.

How are you supposed to pre-write an idea? How are you supposed to take that seedling and help it bloom? I like to teach this in three steps (and you can keep all your ideas in your writer’s notebook):

  1. Idea: You have to start with an idea (of course). These ideas can come from anywhere: songs, quotes, signs, movies, books, newspapers, etc. Once you have that idea, write it down. Write down everything you can about it – all the pieces that are zooming around your brain.
  2. Brainstorm: Once you’ve written down as much as you can about your idea, you’ll add more with a brainstorm. Turn to a new page (or several new pages) and branch out from your idea. Are you struggling to do this step? Here are a few options:
    • Make a list– you choose how you want to order it.
    • Create a web– you know all about that bubble web they taught in elementary school, right?
    • Freewrite– don’t even think of a structure; instead, write whatever comes out.
    • Research– maybe your idea requires a bit more background knowledge than you have. There’s nothing wrong with doing a bit of research to help move your idea forward.
  3. Outline: This is where the structure finally starts to come in. Sometimes writers skip this step, eager to get on with the draft, but it can help point you in the right direction. You can use a plot map, scene-by-scene outline, paragraph builder outline, chart, etc. It doesn’t matter what style of outline you use as long as it works for you.

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Prewriting takes a lot of time, but the time you take is worth every second. It all leads to the next step…

2. First Draft

Whatever you do, don’t stop writing. If you search Google images for “first drafts,” you’ll see that the most important part of this stage is to keep writing. This isn’t the moment to research. This isn’t the time to fix mistakes.

If the point of view changes halfway through, it’s okay. If a character unexplainably comes back to life or goes missing, it’s okay. If the time period changes, it’s okay. Make a notation (a star, perhaps), then keep going!

Motivation for finishing your draft can be found in numerous places: Facebook and Twitter writing communities, word sprint hosts, NaNoWriMo (and Camp – coming up in July), etc. Find a place to keep you writing.

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It’s important to note that some writers (known as “pantsers” – as opposed to “planners”) start with this step. There is nothing wrong with that. I personally find it easier to prewrite first, but not everyone is the same. Each person’s process is different.

3. Revising

For the sake of my teaching and my life as a writer, revising is not the same as editing. Editing deals with elements of grammar, etc., but revising is all about the meat of your piece. This is your chance to add or delete details; move lines, sentences, or scenes around; improve word choice; find a consistent point of view and audience; find or eliminate characters or settings; etc.

Depending on what you’re writing, you may even find the recursive element to writing, which will take you all the way back to the first step or even through several drafts. There’s nothing wrong with having to brainstorm a bit more or having to delve deeper into research. Those are 100% perfect for this stage.

You may be stuck, though. What do you revise first? This question can be answered by so many different people in a variety of ways. I know that doesn’t help, but the goal of the writing process is to make it work for you.

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Even though I don’t count editing as revision, this pyramid is a pretty good start if you get stuck at this stage. Don’t try to revise too much at one time. You’ll only succeed in overwhelming yourself, which is never a good thing.

4. Second (or Millionth) Draft

After each round of revisions, it’s most helpful to write a new draft that incorporates all of your changes. Again, not every writer does this, so you’ll need to decide what works best for you. I recommend it (require it for my students) because you can’t edit a paper that has sentences written sideways and lines going in all sorts of directions. If you’ve ever marked up your story, then you know…

This is the stage where you’ll look for support: Critique Partners (CPs), Alpha Readers, or Beta Readers. Somewhere after one of your rewritten drafts, you can reach out to the writing community in order to have someone help you. Don’t let them see a draft with markings all over it – offer them a clean second (or millionth) draft to read, instead.

Writing is recursive – even though this step is after revising, you can always go back to fix more!

5. Editing

Punctuation, spelling, and grammar (oh my)! You’ve probably already been fixing some of these errors during the rest of the above mentioned process, which is perfectly fine, but this is the point where you focus on them.

By the time you get to this step, your piece should flow: smooth plot (sans plot holes), consistent point of view (or consistent point of view changes), relevant details, etc. You are no longer focused on those things. You are now focused on the nitty-gritty errors that are bound to make your eyes (and pen) bleed when you find them.

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Oh no! What if you don’t like editing? What if you’re not good at it? Don’t worry! Once you get to this stage you may feel overwhelmed by all the rules of grammar and mechanics. It’s normal. Fix what you can first, then have a professional take over. They get paid to make pens bleed, so let them!

6. Final Copy

Whether you choose to type it out or write it by hand, you must have a final copy. It will be free of marks and beautiful (it’s okay if you shed a few tears of joy at this point). For many, this is the last step (and best part) of the writing process. For others, it opens up a whole new step: publication…

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7. Publishing

Publishing? Is that truly a step in the writing process? Yes, of course! Many people would argue that this is the best step, too! Do you think you went through all those other steps for nothing? There are many avenues for publishing: novels, poetry journals, blogs, etc. Find the one you want, and learn how to make it happen.

The end?

Of course not! You only followed the writing process for one idea – pick another one, and start again! Happy writing!

Resources

This is by no means a comprehensive list of resources (as you can see, there aren’t many). Numerous resources are available to you. Be specific in your searches, and you should find the help you need!