writing process TEKS talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

Consider pairing SE 6.11.A with SE 6.11.B.i and assess both SEs at the same time. With SE 6.11.B.i, students organize with a purposeful structure that includes an introduction, transitions, coherence within and across paragraphs, and a conclusion. Provide students with a graphic organizer based on genre characteristics. Included in the graphic organizer should be specific elements that align to genre, purpose, and audience. Have students use the graphic organizer to plan their first drafts. Then, task students with composing a piece of writing using information from their graphic organizer.

Further Explanation

This assessment example requires students to be familiar with prewriting strategies in the planning stage of the writing process. Students should be able to select a genre, purpose, and audience for their writing based on the prompt and use a graphic organizer to help them plan and make decisions.

the product a writer creates in the initial stages of the writing process when the writer organizes thoughts and attempts to create a cohesive text that supports his/her purpose and message
the type or class of a work, usually categorized by form, technique, or content Literary genres include tragedy, comedy, poetry, novel, short story, creative/literary nonfiction, etc. and the sub genres of fantasy, science fiction, mystery, horror, satire, etc.; nonfiction genres include biography, essay, memoir, historical text, scientific text, academic reporting, etc.
Designing the rough draft of a piece of writing, often referred to as prewriting, is the first step in the writing process. Students should choose their subjects (topics), identify the target audience and intended purpose, and begin to organize their thoughts using a variety of strategies such as background reading.


Cruickshank, B. (2011). Supporting children during the prewriting stage: Developing an author's understanding of purpose and audience using interviews. Practically Primary, 16(3), 25+. Retrieved from https://link.galegroup.com/apps/doc/A269690189/PROF?u=tea&sid=PROF&xid=96dbbf1b

Summary: Students were challenged to create their own children's literature. As part of the writing process, the students conducted an audience interview for their written stories. That audience was composed of peers. The process enabled students to develop a sense of what their audience wanted. Students saw that their books had a real purpose and better understood the importance of audience.