Activities

1. Identify the steps of the writing process.
   
   
2. Tell how the writing process changes depending on how much time you have. What is different when you have several days to spend on an assignment versus a single class?

3. Classify writing tasks based on whether they require a long or short time to complete.
   
   
4. Predict how long each writing task in the list will take.

5. Construct a written piece in 1-2 class periods, adhering to the specific task, purpose, or audience, as assigned.
   
   
6. Construct, assess, and revise a written piece over an extended period of time, adhering to the specific task, purpose, or audience as assigned.

Answer Key/Rubric

1. The student will identify the steps of the writing process to show he/she understands the steps involved.   Acceptable answers include, but are not limited to “draft, edit, reflect, revise, and publish.” The student should demonstrate that he/she understands the process of writing, whether the writing is done over time or in one sitting.

2. The student will explain how the writing process differs based on the time allotted for completion. Student answers may include, but are not limited to:

1. There isn’t time to create an entirely new final draft.
2. Revisions cannot be as extensive.
3. There is not as much time to reflect on the changes you want to make.

     Look for the student to understand that, while some steps may be truncated, the writing process should be followed, regardless of the amount of time
     provided for the assignment.

3. The student will classify a given set of writing tasks based on the duration of the assignment. The student should show an understanding that tasks such as research paper or book may take longer to write than a paragraph or lab report. Include a wide variety of writing tasks from across academic disciplines to ensure that students understand the different demands of writing tasks throughout their school work.

4. The student will provide an estimate of how long each writing task will take, showing understanding that some writing tasks require more time to produce a more in depth result. Look for the student to provide accurate estimates that show that they understand how the writing process may change based on the product expected.

5. The student will construct a written piece in a short period of time (one to two class periods). The assignment should be appropriate to the shorter duration allotted. Look for the student to create a piece that is appropriate to the task, purpose, and audience of the assignment. The student should plan his/her work to ensure that he/she is able to create an acceptable piece in the time allotted.

6. The student will construct a written piece an extended period of time (one to two weeks).The assignment should be appropriate to the longer duration allotted. Look for the student to create a piece that is appropriate to he/she seeks to produce a longer or more in depth piece of writing. The student should plan his/her work to ensure he/she makes the most of the longer time period to enhance the writing.