The Writing Process Toolkit: Step-by-Step Strategies That Support Student Writers
Teaching writing isn’t about chasing perfection—it’s about nurturing confident, capable communicators who understand that writing is a process. Whether you’re guiding students through a writing-to-learn activity or a more formal activity centered around the narrative, informational, or argumentative genres, each step of the writing journey provides an opportunity to build skills, spark creativity, and deepen learning. In this post, I’m breaking down the writing process using eight visual icons—each paired with clear definitions and classroom-ready examples. From gathering ideas with mentor texts to celebrating student voice and real-world connections, these tools help make writing more accessible, engaging, and meaningful for all learners. Let’s explore how each stage supports writers in finding their voice and growing their mindset.
First, let’s talk about the term “writing process” and clarify what I mean when I use this term with teachers and with my students.
The debate around whether the term “writing process” is outdated centers on how writing is taught and how writers actually write. Critics argue that the traditional model—prewriting, drafting, revising, editing, and publishing—suggests a rigid, linear sequence that doesn’t reflect the recursive, flexible nature of real writing. This is absolutely true if you use the writing process as a sequence of steps that can’t be revisited. Many believe it oversimplifies the complex thinking involved around writing and can unintentionally stifle creativity or critical thinking by implying a one-size-fits-all approach.
On the other hand, many educators still find value in the writing process as a framework, especially for students who are developing their skills. Supporters argue that when taught flexibly and paired with authentic writing experiences, the writing process provides scaffolding that builds confidence and clarity. Rather than discarding the term, many advocate for reframing it as a fluid, adaptable cycle that mirrors how real writers draft, revise, and reflect.
In essence, the heart of the debate isn’t about abandoning the writing process altogether—it’s about evolving how we define and teach it to better reflect the realities of writing and learning. My definition of the writing process is a flexible framework that offers clear steps for any writing project, with the understanding that these steps can be chosen in any order and revisited as needed. I also offer a lens to view the writing process as a set of comprehension strategies as access points to better understand writing in new ways.
In a way, the writing process is a set of comprehension strategies for a subject. The subject of writing. This subject just so happens to be a way to communicate in all other subject areas and unlocks specific aspects of each discipline to enhance student understanding.
For visual purposes, I have assigned each step of the writing process an icon. There are two “tools” that can be used for each step of the writing process.
Download your own icons to illustrate the writing process.
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Step 1: Prewriting & Planning
Icons: Compass 🧭 | Lantern 🏮 This is the thinking before writing stage—where students explore ideas, set direction, and prepare to draft.
🧭 Compass: Get Direction with a Mentor Text
Definition: A mentor text is a sample piece of writing (published or student-created) used to model effective writing techniques, structure, tone, or purpose.
Description: Mentor texts guide students in understanding what good writing looks like. These texts are analyzed for features that the student is trying to replicate. Teachers can highlight structure, transitions, voice, or content to help students plan.
Classroom Examples:
Narrative: Read “Eleven” by Sandra Cisneros to study how authors show emotion through internal thoughts. Students then brainstorm their own “small moment” stories with emotional weight.
Informational: Use a National Geographic Kids article to model how writers organize facts using subheadings and text features. Students highlight and annotate structures they want to use.
Argumentative: Analyze an op-ed from The New York Times for its claim, evidence, and tone. Students use a mentor chart to plan their claims and supporting points.
Writing-to-Learn Strategy: Students annotate a mentor text (narrative, informational, or argumentative) to identify structure, language patterns, transitions, or rhetorical moves. This builds awareness of how writing works before they begin their own.
🏮 Lantern: Teacher Modeling and Support
Definition: Teacher modeling is when an instructor demonstrates their thinking and writing process out loud or in front of students to make the task more transparent.
Description: This support lights the way for writers, especially during complex stages like idea generation or drafting. Through think-alouds, shared writing, and live demonstration, students see writing as a craft with choices.
Classroom Examples:
Narrative: The teacher writes a personal story on the board, narrating decisions like “I’m adding dialogue here to show emotion.”
Informational: Model turning research into paragraphs using topic sentences and transitions. Students follow up with their notes.
Argumentative: Show how to build a paragraph that starts with a claim, includes evidence, and ends with analysis.
Writing-to-Learn Strategy: Model your thinking as you write in front of students. Pause to explain your choices, struggles, and revisions. Then have students reflect on what they noticed and try mimicking one move in a quick write.
Step 2: Drafting
Icons: Shovel 🛠️ | Ladder 🪜 This step is about digging in and getting ideas down—no pressure for perfection here.
🛠️ Shovel: Set a Draft Goal
Definition: A draft goal is a focused writing objective for a session, helping students stay on track and not feel overwhelmed.
Description: Rather than rushing to complete a whole piece, students set manageable writing goals—one paragraph, one scene, or one section at a time.
Classroom Examples:
Narrative: “Today, we’re drafting just the climax of our story. Focus on tension and pacing.”
Informational: “Let’s write our introduction using a hook and a clear preview of topics.”
Argumentative: “Write the first body paragraph with one strong piece of evidence and your reasoning.”
Writing-to-Learn Strategy: Students participate in a focused freewrite. They choose one goal (e.g., explain a concept, introduce a claim, or describe a character’s motivation) and write freely for 5–10 minutes with that goal in mind. This builds fluency and confidence in getting started.
🪜 Ladder: Scaffolds Like Sentence Starters
Definition: Scaffolding refers to tools and supports like graphic organizers, sentence starters, anchor charts, and word banks that help students build their drafts.
Description: These supports help students “climb” from idea to paragraph by offering structure, language, or planning strategies.
Classroom Examples:
Narrative: Provide a story arc organizer and sentence stems like “At first…” or “Suddenly…” to guide plot structure.
Informational: Use a cause-and-effect chart with sentence starters like “One cause of ___ is…”
Argumentative: Give a claim-evidence-reasoning (CER) template: “My claim is… My evidence is… This matters because…”
Writing-to-Learn Strategy: Practice helping students learn to develop their own sentence starters or stems using images or engaging visuals.
Teacher Tip: Use color-coded paper or sticky notes for each section of the draft. Visual cues reinforce structure and help with organization.
Step 3: Revising & Editing
Icons: Magnifying Glass 🔍 | Paintbrush 🎨 This stage is about zooming in on the writing, refining the message, and adding layers of meaning.
🔍 Magnifying Glass: Examine with a Checklist
Definition: A revision checklist helps students focus on specific writing goals during revision, such as clarity, structure, tone, and sequence.
Description: Using checklists, peer feedback, and self-reflection, students examine their drafts more deeply. Each round of revision focuses on one or two clear goals.
Classroom Examples:
Narrative: Use a checklist that asks “Did I include sensory details?” “Is my conflict clear?”
Informational: “Do I use transitions between paragraphs?” “Did I explain key terms?”
Argumentative: “Did I include evidence in each paragraph?” “Is my counterclaim addressed?”
Writing-to-Learn Strategy: Students can keep track of revisions in a revision reflection log. After reviewing their work using a checklist, students write a short reflection: What did I improve? What still feels unclear? What feedback did I act on? This metacognitive writing deepens self-awareness.
🎨 Paintbrush: Add Discipline-Specific Goals
Definition: Discipline-specific objectives refer to content-related goals aligned with subject standards, vocabulary, and learning targets.
Description: Writers enhance their drafts by integrating language and skills from the subject area, reinforcing understanding while writing.
Classroom Examples:
Narrative: In ELA, focus on sensory language, character development, or narrative techniques aligned with standards.
Informational: In Science, ensure accurate use of scientific terms and labeling of diagrams or data interpretation.
Argumentative: In Social Studies, strengthen claims with historical evidence and precise sourcing (e.g., “According to the Treaty of Versailles…”).
Writing-to-Learn Strategy: Ask students to revise one paragraph to include vocabulary, data, or concepts from the subject area (e.g., include one scientific term, a math justification, or a historical context). This reinforces disciplinary thinking through writing.
Step 4: Publishing & Celebrating
Icons: Microphone 🎤 | Telescope 🔭 The final stage honors student voice and shows how writing connects to the world around them.
🎤 Microphone: Share and Celebrate Student Voice
Definition: Publishing is the act of finalizing and sharing a piece of writing with an audience, either informally (classroom) or publicly.
Description: This stage builds confidence and showcases growth. Students see their work as meaningful and are proud of what they’ve accomplished.
Classroom Examples:
Narrative: Host an author’s chair or digital story day. Students read stories aloud or post them on Padlet.
Informational: Create a class magazine or digital infographic collection.
Argumentative: Publish persuasive letters to school leadership or submit op-eds to a student newspaper.
Writing-to-Learn Strategy: Students read their writing aloud to a peer and receive positive feedback: “What line stood out to you?” or “What part made you think?” Sharing builds pride, while feedback builds community and comprehension.
🔭 Telescope: Make Real-World Connections
Definition: This step involves reflecting on the purpose and real-world relevance of the writing, connecting it to larger questions or problems.
Description: Students understand how their writing fits into broader academic, personal, or social contexts, making it meaningful beyond a grade.
Classroom Examples:
Narrative: Reflect on how storytelling helps us process identity, memory, or resilience. Connect to memoirs or oral history.
Informational: Discuss how clear, accurate writing informs the public—tie in examples from journalism or science communication.
Argumentative: Connect to activism, law, or civic responsibility. Have students write about issues they care about and suggest real-world action steps.
Writing-to-Learn Strategy: Students write a piece with an authentic audience or purpose in mind (e.g., a letter to the principal, a blog post, or a scientific explanation for younger students). This makes writing meaningful and relevant.
Some Final Thoughts
The writing process is more than just a checklist—it’s a roadmap for discovery, creativity, and connection. By equipping students with visual tools, targeted support, and discipline-specific strategies, we empower them to see themselves as real writers with real ideas. Whether they’re drafting a personal narrative, explaining a scientific concept, or advocating for change, each step offers a chance to build confidence and deepen understanding. As you implement these strategies in your classroom, remember that every piece of writing is a step forward—and every student voice deserves to be heard and celebrated.
Writing is a journey, and together, we’re lighting the way.
