The writing process uniquely follows certain steps. These steps come one after another, however, often writers may need to go back and revise a step they have already completed. There are at least of four distinct steps of the writing process. First is prewriting, second is drafting, third is revising and fourth is editing of the written text. At times, the writer may be on the revising stage but may need to return to prewriting in order to expand and further develop his/her ideas. Writing process is known as a recursive process (Rozakis 2008).
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Prewriting step includes virtually anything that contributes to the draft step such as thinking of ideas, brainstorming, taking notes, gathering of information and talking to others such as researching in the library, interviewing specific persons and assessing of data. Even though, prewriting is the step upon which the writer comes up with ideas, it (generation of ideas) can be done at any stage of the writing process.
Drafting step is the stage upon which the ideas are shaped into paragraphs and sentences by the writer. A draft is writer-centered and a step upon which the writer connects and merges his ideas and integrates them into explanations by putting them into words. The writer often changes his words in order to support his ideas in a coherent manner and may choose additional; ideas and implications to further his writing. At the draft stage, no attention is given to spellings or grammar corrections. The draft is basically to gather the writer’s different ideas and views on the topic.
Revising step is the exercise of making the draft more reader-orientated so that it can live up to the reader’s expectations and needs. The revision of the draft is the key to effective writing as it is the stage upon which the writer decides upon the inclusion of certain terms that the readers are more use to of. The revision of the draft also molds and alters the writers’ supporting explanations of his ideas to make them more understandable to the readers. Revision step also includes the refinement of prose, proper structuring of sentences and making them as concise and accurate as possible ( Berkow & Berkow & Dugdale 2000) .
WISC IV is administered individually and is a clinical instrument that is employed for the purpose of assessing the cognitive ability of children between the ages of 6 and 16 years 11 months. It offers crucial information as well as clinical insights when it comes to a child’s cognitive functioning.
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