Prewriting is the first stage of the writing process, typically followed by drafting, revision, editing and publishing.
[4][5][6] Student writers find motivation especially difficult because they are writing for a teacher or for a grade, instead of a real audience.
One important task in prewriting is choosing a topic and then narrowing it to a length that can be covered in the space allowed.
Several other methods of choosing a topic overlap with another broad concern of prewriting, that of researching or gathering information.
As a writer reads other works, it expands ideas, opens possibilities and points toward options for topics and narrates specific content for the eventual writing.
Writers also need to document music, photos, web sites, interviews, and any other source used to prevent plagiarism.
For strong writing, particular attention should be given to sensory details (what the writer hears, tastes, touches, smells and feels).
Lists, journals, teacher-student conference, drawing illustrations, using imagination, restating a problem in multiple ways, watching videos, inventorying interests[10] – these are some of the other methods for gathering information.
For example, a personal narrative of five pages could be narrowed to an incident that occurred in a thirty-minute time period.
The writer must consider again the goals of communication – content, audience, importance of information – but add to this a consideration of the format for the writing.
Storyboarding is a method of drawing rough sketches to plan a picture book, a movie script, a graphic novel or other fiction.
[14] While information on the developmental sequence of organizing skills is sketchy, anecdotal information suggests that children follow this rough sequence: 1) sort into categories,[15] 2) structure the categories into a specific order for best communication, using criteria such as which item will best work to catch readers attention in the opening, 3) within a category, sequence information into a specific order for best communication, using criteria such as what will best persuade an audience.
At each level, it is important that student writers discuss their decisions; they should understand that categories for a certain topic could be structured in several different ways, all correct.
A final skill acquired is the ability to omit information that is not needed in order to communicate effectively.
Reading, reflecting, and connecting the articles can make students understand content with more inspiration.
CCCM is more focused on comprehension, application, and analysis ability, while CFCM is more about understanding the content and align their writing with the original article.