Publishing: A component in the writing process

In a writing program, children need time to write daily to experience the recursive nature of the writing process, to use writing as a vehicle for learning, and to learn how to support themselves and others in the process. Keeping these aspects of a writing program in mind, a project for grade two was initiated to promote the publishing component of the writing process. Publication is often the forgotten component of the writing process. The goal was to improve the quality of second graders\u27 writing. This goal was supported by a secure, predictable atmosphere in which to write; freedom to choose a topic; presentation of book design elements to enhance publication; and opportunities to experience an audience for their writing. The class celebrated their authorship with Author\u27s Chair and Author\u27s Tea experiences. As children engaged in publishing, their sense of authorship was nurtured. Their pleasure and pride in their finished projects were evidenced as they read their works to others and placed their published books in the classroom or school library. Following drafting, revising, and editing, publishing--a sharing of one\u27s work with an audience--is the final component of the writing process. Publishing is a more complex and formal kind of writing that enables students to share their knowledge with each other, the school, and their parents and to preserve for themselves and others what they have learned. It is a prospect that adds purpose to writing and an obligation to strive for interest, polish, and correctness through revision. Classroom publishing can make children\u27s writing into a work of art. For many children, publishing is one of the most exciting parts of the language arts program. The idea of writing a book can energize children (Brady, 1987). They take much pride and joy in being able to read their own stories and those of others. Graves (1983) says that children\u27s writing, their own and others\u27, is their favorite reading