The grade 11 writing cohort spent the first half of term one engaged in the writing process, the five steps of writing, to produce a short story of 500 words or more. These writing process steps are: brainstorming, drafting, revising, proofreading, and publishing. 

Students started with an intense brainstorming activity to create their own protagonist (a main character), decide on the theme their story would have, and which of the six types of conflicts their characters would face. Students also brainstormed a unique setting for where their story would take place. This unit connected with their English class, which, at the time, had students analyzing mysteries and producing podcasts. 

The second step in the writing process had students thoughtfully producing the first draft of their story. Students were asked to handwrite double spaced (skip a line) in their notebooks, which would leave space for feedback from their teacher. 

Many students practiced the third step of writing, revising, which means adding more sequencing and ideas to what has already been written. Students shared their work with classmates to gain insight and suggestions on how to improve the engagement of their stories. All students then gave their drafted short story to their teacher for assessment and to receive feedback using marking codes. 

Then, with the marking code feedback from their teachers, students dealt with the fourth step of writing process, proofreading. Students were asked to correct their errors by fixing any mistake they made in their work, indicated by a marking code. Students seemed enthralled to learn from their mistakes and engaged well with the task. Students were then brought to the computer lab to practice their keyboarding skills and typed their short story into a word processor. This was then printed by their teacher for use in the next term.

Each student then had the chance to showcase their art skills by producing a jacket cover. This jacket was a part of the fifth and final step of the writing process, publishing. The front cover needed to include the title of the story, a colorful image, and the author’s name. The back cover needed to have an image that connected with the front cover, the title of the story, a short summary, and an ISBN/barcode just like a real book would have. 

Students are now preparing for university by following the writing process once again, but this time for personal statements. A personal statement is a piece of writing they will need while applying to universities and colleges around the world. 

从头脑风暴到书架：高二年级学生的写作历程

学生们首先进行了激烈的头脑风暴活动，创造自己的主人公（主要角色），决定他们故事的主题，以及角色将面临的六种冲突类型中的哪一种。学生们还为故事发生的地点构思了一个独特的背景。这一单元与他们的英语课同时进行，当时学生们正在分析悬疑故事并制作播客。

写作过程的第二步是让学生认真地完成他们故事的初稿。要求学生在笔记本上手写并隔行（跳一行）写作，这样可以留出空间供教师给出相应反馈。

之后学生练习了写作的第三步：修改。这意味着在已有的文字基础上添加更多的顺序衔接和想法。学生们与同学分享他们的作品，以获得关于如何提高故事吸引力的见解和建议。随后，所有学生都将他们的短篇故事初稿交给老师进行评估，并通过评分代码获得反馈。

接着，根据老师提供的评分代码反馈，学生们进入了写作过程的第四步：校对。要求学生用评分代码指出的错误来纠正他们作品中的任何错误。看起来学生们对从错误中学习感到非常兴奋，并认真投入到这个任务中。随后，学生们到机房练习打字技能，并将他们的短篇故事输入到文字处理软件中。然后由老师打印出来，以便在下个学期使用。

每位学生随后都有机会展示他们的艺术才能，通过制作书本封面来完成写作过程的第五步，也是最后一步：出版。封面需要包括故事的标题、一幅彩色图片和作者的名字。封底则需要有与封面相关的图片、故事标题、简短摘要以及像真实书籍一样的ISBN/条形码。

现在，学生们再次通过写作过程来为大学做准备，不过这次是写个人文书。个人文书是在申请世界各地的大学时需要的一篇文章。