Demonstrate an understanding of the creating process by preparing (pre-writing), creating drafts, revising, and creating a final copy or product.

Progress through stages/phases of the creating process (i.e., before [pre-], during [drafting], and after [revising] presenting) as needed.

Before:

• consider prompt or find a topic and activate prior knowledge (e.g., consider the variables in the prompt or assignment including purpose, role, audience, topic, and focus)
• consider purpose and audience (e.g., ask questions to analyze purpose and audience)
• consider and generate specific ideas and information that might be included (e.g., formulate pertinent questions to explore and develop the topic)
• consider and choose/adapt a possible form (e.g., consider the best pattern to present ideas including cause and effect, problem/solution, opinion/reason, fact/proof, sharing experience pattern)
• collect and focus ideas and information (e.g., collect details about the topic and plan how to use them; identify gaps in ideas and information)
• plan and organize ideas for drafting (mapping and authoring) (e.g., create a pre-writing plan as a guide; consider alternative ways to organize and present ideas)
• consider qualities of effective communication and the language to use (e.g., consider the best register and point of view to use).

During:

• create draft(s) and experiment with possible product(s) (e.g., develop main idea with sufficient supporting detail; change any ideas that are not clear or complete)
• confer with others (e.g., use a peer response sheet)
• use language and its conventions to construct message (e.g., attend to the tone and sincerity; communicate in a way that sounds informative and confident)
• reflect, clarify, self-monitor, self-correct, and use a variety of "fix-up" strategies (e.g., use clear transitions to increase flow and fluency)
• acknowledge sources (e.g., cite sources )
• include sufficient detail
• experiment with communication features and techniques (e.g., consider elements of style including tone, humour, imagery, and dialogue).

After:

• revise for content and meaning (adding, deleting, substituting, and rethinking) (e.g., consider the assumptions and values presented)
• revise for organization (e.g., check that the text patterns and features are appropriate to the form of representation; review for consistent point of view; include a beginning that attracts the viewer, listener, or reader, a middle part that supports the focus, and a closing that connects everything)
• revise for sentence structure and flow (e.g., use a variety of sentences that flow smoothly and clearly from one idea to the next)
• revise for word choice, spelling, and usage (e.g., review and revise writing conventions for intended audience; use vivid verbs, specific subjects, and well-chosen qualifiers)
• proofread for mechanics and appearance (e.g., check for the rules of punctuation, capitalization, spelling, and usage)
• confer with peers, teacher, or others (e.g., use pre-determined and/or student-developed criteria for revision; revise with peers'' and others'' responses in mind)
• polish, practise, and decide how work will be shared and published (e.g., enhance for clarity, correctness, variety, and legibility; use blue or black ink and write neatly; check margins; use easy-to-read fonts)
• share final product, reflect, consider feedback, and celebrate learning (e.g., use a reflection sheet to think about the product, delivery, and planning for future communications).