The pre-writing phase involves thinking, planning and organization of ideas. During this phase students need to be aware of the purpose for the written assignment and the intended audience. The writer generates ideas and organizes them according to the text structure. Assistive technology for the pre-writing phase can be in the form of assistance with what information needs to be present (topic, main idea, supporting details, conclusion) and assistance with generating ideas, tapping into background knowledge and organizing ideas.
The drafting phase involves putting thoughts and ideas down on paper in a logical sequence. However, struggling writers often spend too much time with the challenges of handwriting and spelling that they loose track of their ideas and details. During the drafting phase attention should not be placed on spelling, grammar, handwriting or word choice. The goal of the drafting phase is to create a story with logical, organized details. Assistive technologies for the drafting phase should allow the student to be more efficient and accurate with getting his ideas across to the reader. The tools should allow the student to create legible, longer and better compositions.
During the revision process the student can clarify meaning and expand on ideas and thoughts. The revision process is intended to allow the writer to make the composition more interesting and understandable.
The editing process corrects errors including spelling, grammar, punctuation and capitalization.
Assistive technologies for the revising and editing phase should include tools which help the student "see again" what he has written and allow him to make decisions regarding the presentation of ideas. Assistive technologies should also allow edits and revisions to be made easy, quickly and without chance for further errors.
The publishing phase allows the writer to share the final product with the intended audience. The publishing phase give purpose to written communication and can serve as motivation for the student. The publishing phase should be more than completing a product for a grade. Assistive technologies for the publishing phase should allow for formatting options including insertion of pictures, graphs, sound and video files.
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Publishing
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