你的学生喜欢写作文吗？还是听到要写作文就全班惨叫？用一下宣宣的这个方法，让他们享受写作文的过程，然后快速进步！
Do you students like writing? Or do they scram when you set writing tasks for them? Use this approach, and make your students start to like writing Chinese composition while making rapid progress!
过程写作英文是Process Writing，是英文写作教学常用的方法，这是跟我的class teacher partner Ms Shirly 学来的。
Process writing, a frequently used approach by English teachers, is the approach I learned from my class teacher partner Ms Shirly.
过程写作的课堂上，学生没有焦虑，没有依赖，也没有人抱怨写不出来，你会看见我的学生有的在埋头写作，有的在在对照检查表，有的在自己修改作文，还有的在两两讨论，非常自主。而宣宣老师则是在跟学生进行一对一的讨论。
There's no anxiety, dependency, and complaints at my writing class. It you were to walk in to my classroom, you will see that some of my students are writing hard, some are checking their checklist, revising their articles, discussing how to improve the writing in pairs, and some others having individual meetings with me. You will se an highly organic system there.
课堂上如何操作呢？只有标语没有细节学生是不会明白的，还要搭配教学配套。请看我详加解释：
So, how to put this approach into practice? Here's some steps for you to refer to:
＊在导入和跟学生讨论完写作主题和内容后，跟孩子们过一次写作步骤。我都是把写作步骤当海报贴在教室前面的。
＊Go through the process with students every time you introduce the writing tasks to them. I put a poster of writing process in the front of my classroom.
＊给孩子们“自我检查表”，让他们成为独立的学习者，并有意识地检视、修改自己的文章。
您注意到，我把这次的写作重点放进检查表里，让学生随时提醒自己在文章中使用这个单元的学习要点。
＊Make a checklist for students to refer to, so that they become independent learners who have the self-awareness to review and revise their own articles. As you can see from the checklist below, I include the key learning elements that I want students to practice on in this particular writing task.
＊步骤1.草稿 Step 1. Drafting:
和学生过一遍“自我检查表”后，他们就可以开始写草稿了。孩子要一边写草稿，一边在见识表上打勾。（没打勾代表没做到该项内容，不过在这阶段没有关系，之后再“修改”）
After going through the checklist, students can proceed with writing the draft. They are reminded to tick it on the checklist as they write.
＊步骤2. 修改 Step 2. Revising:
学生拿起一支颜色笔（或原子笔）和字典，根据自我检查开始自己修改文章。然后跟同学讨论如何再把文章修改得更好。请看我的学生如何操作：
Students take a dictionary and use a different colour of pencil to revise their articles according to the checklist under the "revising" section. After they are happy with their revising, they pair up with classmates to get advice and suggestions from peers.
您可以看到这个孩子使用颜色笔修改自己的作文。他会自己改词语、删除赘句和新增句子来让文章更完整。
As you can see from the student sample work above, this kid made correction for himself, deleted unwanted word and sentences, and add more sentences to his work.
＊步骤3. 给陈总编编辑 Step 3. Editing with Editor Shane
已经完成和同学讨论＋修改文章的孩子们来找宣宣老师讨论文章。这时，宣宣老师会以会议形式给孩子们个别的指导、并通过对谈帮孩子们解决写作上的困难或提升他们的写作能力。我会顺便使用一支紫色的圆珠笔修改他们自己没发现的语法误用，也在他们的“自我检查表”上的老师栏位打勾。然后，孩子们再回去再次进行修改文章。
Those who have finished with revising and peer cross-checking can go to Teacher Shane for individual meets. Within the meetings, students and I talk about their works and different approaches to solve the difficulties they face in writing or help them make progress. Most of the times, students need to go back revising their writing again.
所以“修改”和“编辑”是个循环的过程，有的孩子可能要和我开三次会才能完成。
Some students my take up to three times to complete the revising and editing process.
＊步骤4.出版 Step 4. Publishing:
最后，孩子们便兴高采烈地在Google Dive里把文章打出来，然后放在我为他们创设的Padlet"出版社“里发表文章给同学欣赏。
Finally, kids can happily type their works on Google doc and upload them on Padlet where their words are shared with all of their classmates.
因为在这样充满支援的环境下写作，孩子们对写作的焦躁感渐渐消失了，取而代之的是对掌控自己文章的责任心和成就感。渐渐的，当我宣布要写作文的时候听到孩子们大声欢呼了，不可思议吧！
Writing under an environment that is full of support, the anxiety kids have over writing has gradually disappeared, instead they become confident and responsible writers. Overtime, you will be surprised to hear students' cheers when you set writing tasks for them!
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