Pre-writing stage

Intensive Planning
for Writing
Imus, Alyssa Joy R.
BSE EL 3-1
 Steps in Intensive
Planning for Writing

Planning Organizing
 Planning

Determining writer's role and Generating writer’s first thoughts

audience or basic ideas about the topic
 Organizing -sorting
writing
out what to include or what not to include in the actual

During this step of the writing process, students will:

• elaborate on the ideas that were generated during the planning process;

• determine what information, if any, is still needed in order to fill in the gaps;

• gather that needed information; and

• arrange their ideas so that they flow together and make sense.
 Importance of Intensive Planning for
Writing
1 Coherence

2 Smoother flow in actual writing

3 Attainment of writing goals

Methods of Intensive
Planning for Writing
 METHODS IN PLANNING FOR WRITING

OUTLINING

Outline is a general plan of the ideas that are to be presented in

your writing. This is more organized than listing as it shows the
order of the various topics, the relative importance of each, and the
relationship between the various parts.
 METHODS IN PLANNING FOR WRITING

OUTLINING
The most common format of outline is an alphanumeric outline, or an outline that uses
letters and numbers in the following order:

I. Roman Numerals
A. I, II, III, IV, V, VI, VII, VIII, IX, X, etc.
B. Represent main ideas to be covered in the paper in the order they will be
presented
II. Uppercase Letters
A. A, B, C, D, E, F, G, H, I, J, K, L, etc.
B. Represent subtopics within each main idea
III. Arabic Numbers
A. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, etc.
B. Represent details or subdivisions within subtopics
IV. Lowercase Letters
A. a, b, c, d, e, f, g, etc.
B. Represent details within subdivisions
 RULES FOR OUTLINING

1 Subdivide topics by a system of numbers and letters, followed by a period.

2 Each heading and subheading must have at least two parts.

3 Headings for parts of the paper such as, Introduction, Body, and Conclusion, should
not be used.

4 Be consistent. Do not mix up the two types of outlines. Use either whole sentences or
brief phrases, but not both.
 METHODS IN PLANNING FOR WRITING

OUTLINING
I.
A.
B.
1.
2.
a.
b.
II.
A.
B.
 Types of Outline

Topic Outline Sentence Outline

 uses single words or brief phrases
TOPIC OUTLINE

Title: Aftermaths of Divorce on Adolescents

I. Family conflicts
A. Adolescents’ depression
B. Restrictions of visitation provisions among relatives
II. Economic problems
A. Family’s lower standard of living
B. Poor job skills of some custodial parents
C. Relocation issues
1. Moving to a poorer neighborhood
2. Transfer to a different school
III. Adolescents’ peer problems
A. Losing of friends
B. Loss of interest in social activities
 This outline is expressed in complete sentences.
SENTENCE OUTLINE
Title: Aftermaths of Divorce on Adolescents

I. When family conflicts arise as a result of divorce, adolescents suffer.

A. Adolescents may be depressed due to conflicts between the custodial and non- custodial parents.
B. Grandparents, aunts, and uncles are often restricted by visitation provisions.
II. Some of the most negative effects on adolescents may be associated with economic problems.
A. The family will most probably experience a lower standard of living due to the cost of maintaining two
households.
B. Some custodial parents will eventually have instability on their job skills.
C. The decreased standard of living, particularly for a custodial parent, often causes relocation.
1. The family may have to move to a poorer neighborhood in order to cut costs.
2. As a result, the adolescent may have to attend a different school.
III. Adolescents from divorced families often experience peer problems.
A. Due to relocation and prejudice, adolescents may lose friends.
B. Adolescents whose family is going through divorce tend to have less social contacts.
 uses single words or brief phrases
TOPIC OUTLINE

Title: Aftermaths of Divorce on Adolescents

I. Family conflicts
A. Adolescents’ depression
B. Restrictions of visitation provisions among relatives
II. Economic problems
A. Family’s lower standard of living
B. Poor job skills of some custodial parents
C. Relocation issues
1. Moving to a poorer neighborhood
2. Transfer to a different school
III. Adolescents’ peer problems
A. Losing of friends
B. Loss of interest in social activities
 Aftermaths of Divorce on Adolescents

Divorce can be a difficult time for a family, especially for the adolescents. When family
conflicts arise as a result of divorce, some adolescents suffer. During the first year, these young
people may be depressed due to conflicts between the custodial and non-custodial parents. They
struggle with the adjustment of having divorced parents fight over parental and custodial
authorities. The once familiar feeling of being together with both parents is now transitioned to a
foreign feeling of limited parenting time. The conflict brought by divorce is not only limited to the
nuclear family. However, it is also expanded to the extended family. Grandparents, aunts, and
uncles are often restricted by visitation provisions.
Aside from family conflicts, some negative effects of divorce on adolescents may be associated
with economic problems. Because of parent’s separation, the family will most probably experience a
lower standard of living due to the cost of maintaining two households. Some custodial parents also
experience high rates of job instability after the separation due to juggling work and lone parental
responsibilities. The decreased standard of living, particularly for the custodial parent, often causes
relocation. They often move to poorer neighborhoods with fewer services and supports in order to cut
costs. As a result, the adolescents may have to attend a different school.
Aftermaths of Divorce on Adolescents

Due to changes in location and school, adolescents from divorced families often
experience peer problems. They are pulled away from their friends, other social supports
and familiar surroundings from their former neighborhood and school. Research has
suggested divorce can affect adolescents socially, as well. They may have a harder time
relating to others and tend to have less social contacts. Sometimes they feel insecure and
wonder if their family is the only family that has gotten divorced. Yet, while these are some of
the aftermaths of divorce on adolescents, they are by no means absolutes, or written in stone.
More and more, families understand just how stressful divorce is for their children, as well as
their selves.
 METHODS IN PLANNING FOR WRITING

MAPPING

Mind maps are diagrams that are primarily used for generating
and exploring ideas, brainstorming, creative thinking and organizing
information. This is a suitable pre-writing activity for writings that
are centered on a single main topic.

Mind Maps
 COMMON MENTAL HEALTH
PROBLEMS STUDENTS FACE
 
The mental health issue can begin in very young students or arise later with teenagers. Frequently mental health problems can
reason difficulty for students with learning, playing, behavior, speaking and emotional control of a student’s whole well- being just like
physical health is. Mental health conditions can obstruct a student’s ability to increase in school, at home, on sports teams, at work, and
in greater society.
Depression is one of the most common reason students drops out of school. Depression is a common but serious issue that leaves
you feeling helpless, separate from the world. It can impede your life, making everyday tasks like studying, working, sleeping, eating
difficult. Symptoms of depression are changed in sleep habits, sadness feeling of being overwhelmed, feelings of powerlessness, and
feeling of hopelessness.
While depression leads to dropouts, anxiety as a mental disorder for students leads to frequent absences due to the anxiety they
feel about school. Anxiety, along with depression, has the highest rates of students experiencing such mental disorders. Students with
anxiety may struggle to finish work, have difficulty writing assignments up to their high standards, excessive worry about grades or
homework and have fear of failure or new experiences.
Other common mental disorders for students are autism spectrum disorder, obsessive-compulsive disorder, eating disorders, post-
traumatic stress disorder, conduct disorder, oppositional defiant disorder, and attention deficit hyperactivity disorder. Students with
Autism spectrum disorders may exhibit signs of significant social difficulties, repetitive behavior, inability to read the nonverbal language
and many more. Students with Obsessive-compulsive disorder have long-term thoughts and behaviors that they want to repeat
especially without any control. Symptoms of OCD is missing school work, low grades and lack of classroom concentration because the
obsession is so distracting.
 COMMON MENTAL HEALTH
PROBLEMS STUDENTS FACE

Affecting both female and male students, eating disorders include unhealthy eating habits, obsession with food and weight.
Distraction by body image or unusual food habits may be a warning sign in the classroom. However, eating disorders are frequently
difficult to recognize because those with the disorders thrive academically.
Post-traumatic stress disorder may be difficult for teachers to notice in their classroom. PTSD develops in children who have
experienced or witnessed traumatic events. This type of disorder can lead to flashbacks to the traumatic event with emotional and
physical consequences. There is a broad range of symptoms comprising hostility, self-harm, fear, and depression during exams.
Students with conduct disorder may act as bullies, hiding own self-esteem issues with toughness. Frequent absences, lying and
discipline are all signs of the CD. Students with Oppositional defiant disorder, however, are typically negative, hostile and angry towards
the educator and other students. From blaming other students form mistakes to regularly challenging the rules of the classroom, it
influences all of the students in the class.
Last but not the least common mental disorder for students is Attention deficit hyperactivity disorder. Easy distraction, short
attention, too much talking and constant interruptions, as well as hyperactivity are just a few of the symptoms of this mental health
disorder. This type of condition has a strong impact on an ability of students to learn as well as a teacher’s ability to maintain the
classroom. teachers can refer students to mental health assessments if the condition is suspected.
Educators spend much time with students, particularly observing them in educational and social situations; teachers can provide
help in recognizing probable mental health issues. Being able to identify the signs of the most common health disorders can assist
educators recognize possible problem more quickly and work with the school administrators, the parents, and the healthcare
professionals to diagnose and ultimately help the student in need.
 METHODS IN PLANNING FOR WRITING

MAPPING

Concept maps are primarily used for organizing and visualizing

tacit knowledge. They encapsulate a larger and more complex
amount of information and are also used for explaining how these
complex concepts relate to each other.

Concept Maps
Mind Map Concept Map
 Pre-writing Stage

A. Pre-writing Concerns
1. Role and Audience
2. Format and Topic
3. Strong Verbs/Purposes of Writing
B. Intensive Planning for Writing