CA2995672A1 - Visual teaching aid for writing - Google Patents

Abstract

A graphical interface for teaching students various steps of writing composition. The graphical interface has five divisions, with each division representing a step in the writing process.

Description

VISUAL TEACHING AID FOR WRITING
FIELD
[0001] The present invention relates to a visual teaching aid apparatus. More specifically, the visual apparatus is a manipulative apparatus to assist students in developing writing skills. Still further, the teaching aid apparatus provides visual indicators to students in the process of recalling, interpreting, applying, analyzing, synthesizing and/or judging as it pertains to the skills of writing creatively, or for essays, papers and the like.
BACKGROUND

[0002] Learning to write well is important for all students. Even though students have varied backgrounds and experiences, the expectation for high performance in writing applies to all.
Language arts instruction would welcome an approach to teaching writing that not only teaches how to do the writing process, but also how to think through the writing process using multi-sensory apparatuses.

[0003] The operational definition of writing states that writing is the process of selecting, combining, arranging and developing ideas in effective sentences, paragraphs, and often longer units of discourse. The process requires the writer to cope with a number of variables.

[0004] A first variable can be a method of development of a piece of writing.
For example, the method can include narrating, explaining, describing, reporting, persuading or a combination thereof.

[0005] A second variable can be the form of the writing. For example, the writing could be from a short poem to a formal technical paper.

[0006] A third variable can be the purpose of the writing, such as discovering and expressing personal feelings and values to conducting the impersonal business of everyday life.

[0007] A fourth variable can be the different audiences for the writing. For example, the writing can be for oneself, to an instructor, or to a large audience.

8 PCT/US2015/045256 [0008] Learning to write involves developing increasing skill and sensitivity in selecting from and combining these variables to shape particular messages. Learning to write also involves learning to conform to conventions of the printed language, appropriate to the age of the writer and to the form, purpose and tone of the message. Additionally, a visual teaching aid to writing can help an instructor to enable students to learn self-discovery and how to express thoughts into the written word.

[0009] A visual teaching aid allows a multi-sensory learning technique to writing. In essence, it is a graphical way of thinking. By using a visual teaching aid for writing, a student can be aided to clarify thinking, reinforce understanding, integrate new knowledge, and identify misconceptions.

[0010] The actual task of writing causes anxiety and discomfort in both adults and children as many have never been taught a workable approach to writing or may have been criticized for their efforts. This same discomfort in writing is found in many students. The writing process is a sequence of activities. Accounting for individual differences in students, instructors often use different modes of writing, such as shared, guided, cooperative and the like to enhance process writing.

[0011] However, many students continue to struggle with getting their thoughts onto paper in an organized coherent fashion. By using a visual aid, an instructor can lead students through a writing process comprising a sequence of activities. In many instances, the sequences of activities including prewriting, drafting, revision, editing and publishing.

[0012] Using a visual aid that focuses on the above sequences, rather than on theory, results in more effective written communication. Unfortunately, instruction in the writing process often prescribes a simple linear formula: from prewriting (generating and organizing ideas) to writing to post writing (revising and editing). In reality, all three stages in the process are interactive and recursive. Composing involves a variety of plans and sub-processes that are brought to bear as they are needed.
SUMMARY

[0013] Disclosed herein is a graphical interface for instructing students in the process of writing composition, the interface comprising: a first flat surface oriented in a first two dimensional plane; four graphical divisions within the flat surface; a fifth graphical division within the first flat surface or in a second flat surface in a two dimensional plane parallel to the first flat surface; indicators corresponding to students capable of being moved from one graphical division to another; and wherein each graphical division indicates a step in the process of writing composition.

[0014] In certain embodiments the first flat surface is a rectangular shape.
In such embodiments, the first four graphical divisions are in a columnar or row configuration. In other embodiments they are in a window configuration. In either event, the first four graphical divisions have a surface area, when summed, is greater than the surface area of the fifth graphical division.

[0015] Regarding the fifth graphical division, in some embodiments, it is a circle or oval, in some embodiments, it is in a rectangular shape or in another polygon shape. It should be understood that in certain embodiments a square can be considered a rectangle.

[0016] Likewise, the first flat surface with the four graphical divisions can be in an oval or circular form. In such instances, the divisions can be divided such that they are in a pizza or pie slice configuration.

[0017] In particular embodiments regarding the fifth graphical division, this graphical division is superimposed upon the four other graphical divisions so that the fifth graphical division partially obscures the other four graphical divisions. In certain embodiments, the fifth graphical division sits on top of or is in the same plane as the other four graphical divisions. In other embodiments, it is in a second two dimensional plane parallel or substantially parallel (within 45 degrees) of the first flat surface. In this type of embodiment, the fifth graphical division is connected to the first flat surface by a riser.

[0018] In embodiments regarding markers, the markers can be magnets, dry erase markers, chalk, or clips such as paper clips, clothespins and the like. In order for markers to work the first flat surface and the second flat surface should comprise board, cardboard, metal, plastic, chalkboard, dry erase board or a combination thereof to allow the particular type of marker chosen to identify students to function.

[0019] In still further embodiments the first flat surface and the second flat surface are represented in an electronic medium on a television or computer monitor.

[0020] In all the embodiments described herein regarding the five graphical divisions, a first graphical division represents prewriting, a second graphical division represents drafting, a third graphical division represents revising, a fourth graphical division represents editing and the fifth graphical division represents publishing.

[0021] Other objects, features and advantages of the present invention will become apparent from the following detailed description. It should be understood, however, that the detailed description and the specific examples, while indicating preferred embodiments of the invention, are given by way of illustration only, since various changes and modifications within the spirit and scope of the invention will become apparent to those skilled in the art from this detailed description.
BRIEF DESCRIPTION OF THE DRAWINGS

[0022] In order that the manner in which the above-recited and other enhancements and objects of the invention are obtained, we briefly describe a more particular description of the invention briefly rendered by reference to specific embodiments thereof which are illustrated in the appended drawings. Understanding that these drawings depict only typical embodiments of the invention and are therefore not to be considered limiting of its scope, we herein describe the invention with additional specificity and detail through the use of the accompanying drawings in which:

[0023] Fig. 1 is a view of the graphical interface.

[0024] Fig. 2 is an alternate view of the graphical interface showing a riser.

[0025] Fig. 3 is a graphical interface on a computer monitor.
List of Reference Numerals

[0026] 1 graphical interface

[0027] 2 four rectangles

[0028] 3 riser

[0029] 4 publishing step

[0030] 5 clips

[0031] 6 electronic graphical interface DETAILED DESCRIPTION

[0032] Introduction

[0033] The embodiments of this invention concern a graphical display for teaching students the process of writing composition.

[0034] In certain embodiments, the graphical display is a hard or semi hard board that is placed upon a horizontal or diagonal surface such as a table or desk and is parallel to the horizontal surface. In other embodiments, the graphical display is placed in a vertical position such as by the use of a stand or hanging from a wall.

[0035] In embodiments wherein the graphical display is a hard or semi hard board, the board can be made of any material capable of functioning for the intended purpose of being a graphical display for teaching students the process of writing composition. For example, the display can be made of cardboard, wood, metal, glass, acrylic, and the like.

[0036] In certain further embodiments, the graphical display is an electronic display. This electronic display can be viewed on a television or monitor. In this embodiment, the television or monitor can be adapted to receive electronic transmissions from a computer adapted to transmit a graphical display for teaching students the process of writing composition.
The computer can be a specialized computer residing within the monitor or a computer with a wired or wireless connection to the monitor. Likewise, the computer can be a pda, smartphone or tablet device such as an iPad. In certain embodiments, a student's name, identification number or symbol representing the student can be moved from one location to another on the computerized graphical display by a keyboard, by a mouse, by the display being a touchscreen and the like.

[0037] In general, the graphical display shows a five step process for teaching students writing composition. As such, the graphical display divides each step into a section.
For example, in the case where the outer shape of the graphical display is a rectangle, the display may have five smaller rectangles in a series or four rectangles in a window pane formation with a partially overlapping rectangle in the middle. In other embodiments, the graphical display is a circle or other type of polygon. In such embodiments, the steps are divided into pie shaped sections with five pie shaped sections in total. In the case of a circle, in some embodiments, there are four pie shaped sections of the same size and a circle or other shape partially overlapping the four pie shaped sections.

[0038] In particular embodiments the shape of the graphical display is a rectangle with four internal rectangles of equal or about equal size positioned within. In particular, the four internal rectangles are in a window pane configuration with two internal rectangles at the top of the graphical display and two rectangles at the bottom of the display. In this same configuration, two of the internal rectangles are on the right side of the display and two of the internal rectangles are on the left side of the display. As such, the window pane results in a four corners intersection in the center of the graphical display. In this particular embodiment, the fifth step is an oval or circle which is positioned over the four corner intersection such that the four corner intersection is not visible.

[0039] In embodiments wherein the graphical interface is not electronic, student identifiers such as student names, student identification numbers, or symbols representing students are placed in one of the four rectangles or in the center circle to signify the step of the writing process in which the student is engaged. The name, identification number, or symbol can be written by an instructor into one of the 5 stages if the graphical interface is amenable to erasing the writing by the instructor, such as in the case of the graphical interface being composed of dry erase board material or of blackboard material. In other embodiments, wherein the material is a metal capable of attaching magnets and the student name, identification number, or symbol is in the form of a magnet. In other embodiments, the student name, identification number or symbol is on some type of clip and the clip can be moved during the writing process and clipped to one of the four edges of the graphical interface and within one of the first four represented steps. In such embodiments, the fifth step is parallel to the rectangles of the graphical interface but is not in the same plane, such that when the graphical interface is in a horizontal position the fifth step is raised above and possesses a lip to allow a clip to be fastened to this step. It should be understood that the placement of the five steps in certain embodiments are not specifically tied to a particular rectangle or the circle in the middle of the graphical interface.
For example, the first step could be the circle and the fifth step could be one of the rectangles within the graphical interface.

[0040] In embodiments wherein a clip is used, the clip can be any form of clip that is amenable to being fastened to the graphical interface. For example, the clip could be a paper clip, a clothes pin, an alligator clip and the like.

[0041] By having the clips, magnets or other identifiers not permanently secured to the graphical interface, a student is able to progress through all the steps, or as the case may be, regress through different steps such as a writing step, an editing step and back to a writing step if the editing step results in the student needing to change part of the writing composition.

[0042] Implementation

[0043] The graphical interface provides a useful teaching mechanism by which a student is able to learn the process of writing composition. In this sense, the graphical interface is not unlike a device with colored lights to teach a child to follow sequences.
However, unlike such a game, the graphical interface allows a student to move from one step to another or back as opposed to each lighted sequence being faster or longer.

[0044] Here, students work as authors and the graphical interface can be used in a type of writer's workshop environment. In some cases, both teacher and students have a labeled (name) clothespin that rotates around the 3D model. The tool is colorful and carefully 3D numbered, labeled & crafted and has arrows reminding students where their clothespin should travel next in the writing process. Starting out, the teacher models how she travels her clothespin through Graphical interface during daily mini-lessons. The students gradually begin to understand and independently work through writing process themselves. Each student, regardless of their writing level or ability learns they are a person of great value. Because they know they are important, they see themselves as authors who are worthy of speaking through pencil. This tool may be used effectively for any elementary grade level and is user friendly for any level of writer, basic or advanced.

[0045] Unlike an instruction list that simply states the steps of a writing process, the graphical interface herein is a solid model, in the form of a durable substance or, in some cases a monitor that can be hung from a wall on the students' level so they can manipulate their clothespin throughout the process.

[0046] The graphical interface assists by providing a solid structure during the instruction.
One of the components of using the graphical interface is the instruction prior to beginning to write. An instructor can use the graphical interface to model what writers do and think. The instructor doesn't tell the students what they should do, but rather shows them the skill and thought process that occurs while writing. One advantage of this graphical interface is that regardless of the modeled skill, it is sure to fit into one of the five steps.
As the instructor models the skill, the instructor simultaneously models where the skill fits in the writing process and moves her clothespin. Students see and are conscious of each step because they know the step hasn't changed until the teacher's clip has moved. The instruction is a perfect opportunity for the teacher to make errors intentionally. For many instructors, anxiety sets in at the thought of making errors before their students.

[0047] Instructors often need to remember the reason they write in front of students in the first place. Students are not watching to critique their instructor's writing ability, but are rather observing her to see how the instructor deals with situations that naturally arise when in the writing process. Another reason instructors intentionally make errors while modeling is so the students will see that writers, regardless of how skilled, make mistakes too.
The students begin to understand through the instructor's modeling that not only is ok to make errors but finding an error is what good authors do. Now, the student's entire attitude has shifted and students view making and finding errors as an opportunity to perfect their craft.
Ultimately, making an error related to the target skill, and fixing the error is one the most powerful means by which an instructor can instruct. Students see and hear what the instructor's thought process is as the instructor writes. Seeing mistakes are part of writing. In conclusion, all of the modeling during the lessons takes place simultaneously as the instructor and students move markers, such as clips, through the process. While without question the writing process follows a particular order, it is worth noting that students realize an extremely important function. Depending upon the skill the instructor has chosen, students witness their instructor frequently moving the clip back and forth between the first three writing steps (prewriting, drafting, revising). As the instructor maneuvers through the process, so does the instructor's clothespin. Another advantage is that students are invested in their writing because they chose their own topic. They can't help but "take pride in their work" because their work belongs to them. Examples of lessons can be found at http s ://writers workshopk6 .wikisp ace s . c om/file/view/Topic s %20for%20Mini%20Lessons.pdf/17 8903709/Topics %20for%20Mini%20Lessons.pdf.

[0048] In addition to providing a visual understanding of the writing process, graphical interface plays a key role in transitioning from the whole group lesson to individual writing. The instructor begins by asking each student, "Where in the writing process are you today?" "What will you be writing about?" After verbalizing his plans, the student knows it is his turn to leave the group. Before heading to write, he moves his clip to the corresponding step. Indecisive students benefit from hearing peers state their plans. When students verbally and tactilely make a writing commitment via the tool, it gives them direction and purpose. They begin their independent writing focused as authors. Not only do students understand the stage to where they're moving their clip, but they also recognize why their clip is on whichever step the chose.
Because we are all authors, we are all different. The same applies in the writing process.
Another detail in reference to the use of the graphical interface is in relation to time management. In instruction, pieces are not defined as finished simply because the writing has ended for the day. Rather, students move their writing through the process at a pace that suites them, sometimes over a span of days or even weeks.

[0049] The dialogue shown below is an example of how a conversation between an instructor and student might go during the transition of writing step transition.

[0050] Instructor:" __ where are you in the writing process today?"

[0051] Some students will say, "I'm starting a new story." This student moves their clip to prewriting. Often, instructors ask the same student, a second question. "What will you be writing about?"

[0052] In addition to modeling, this graphical interface serves as a beneficial visual aid in reinforcing the writing process. As mentioned, each step on the tool can be color-coded. For example, under the step, the prewriting the description of step 1 could have a short single sentence, "I can think". All the process steps are labeled with a brief description. There are two reasons this learning approach is so supportive to young writers. One, the student is much more likely to remember what each step is and means if the sentence is short and to the point. Second, it allows students with a wide range of ability to successfully use the writing process. All student abilities are reached successfully through "conferencing". Sometimes the conference is with an individual. If the instructor notices an area in which a group of students could benefit, the instructor can pull that group.

[0053] The step following revising is editing. As a helpful reminder, the descriptive sentence under "editing" can be "I can use my checklist". Before students are introduced to this step, in certain instances, the students should be completely comfortable with moving their clip back and forth between the first three steps on the tool (prewriting, drafting, and revising). Then together, the class creates an editing checklist large enough to be visible from across the room. Items could be added onto the checklist a few at a time (1-2 items every few weeks).
Examples of what classes decide to add are: 1. Name (8/25), 2. Date (9/18), etc. Every time, students complete a piece, they move their clip to the square marked "Editing". Now, he's ready to ask a friend to help him edit using the "Editing Checklist". The author sits with his friend as his friend takes the author's piece. He checks to confirm that all items listed are in fact on the author's paper. For example:

[0054] If the first checklist item is: 1. name. The editor checks to see that the student's name is in fact on the piece. If the editor confirms the author's "name", he then places a number 1.
(Using a bright colored pen or crayon) at the bottom of the author's paper. If the author's name is missing, then the editor writes it for him. Satisfied with completing the editing checklist, the editor places a number a 1. at the bottom of the page. The same process occurs as the editor proceeds to the next item on the list. The list is followed until all items on the checklist are verified. Whether there are two or ten items listed, once the editor completes his job, the author is ready to place a stamp at the top of his own piece. By completing this step, when it comes time for the authors publish, students will know any story with a stamp is eligible. Sometimes patient students are great helpers. This is a welcomed part of the editing process too. The "editing checklist" allows an instructor to integrate publishing early in the year.

[0055] The final step in the writing process is publishing. Many instructors find this step in the writing process stressful. Already overwhelmed, the instructor faces a second challenge. Most of the time, and unintentionally, instructors believe a student's published piece must have every error corrected. Not only is this unrealistic, but it is a good way to turn young students off writing. When students take back their corrected stories, they realize how many mistakes they've made. Students internalize the amount of corrections as lacking ability. However, the instructor's intention is to help. Again, and probably a relief to most instructors, is that students do not publish every piece they write. When using the graphical interface is established early on in the school year, students do not begin moving their clips to the publishing circle right away.
Students first need the opportunity to practice the first four steps often.
Part of the publishing process involves choosing from more than one-edited stories.

[0056] The next question frequently asked by instructors is "how will I ever get all 22 students to publication?" Attempting to publish one's entire class in a single or even two days is not realistic plan. As a result, instructors experience frustration. In order to effectively manage the amount of students wanting to publish, the instructor makes a decision the day before as to which student group she'll be conferencing to publish that day. With the decision made, the small group of students moves their clips to the publishing circle. This "group"
promptly retrieves their journals and selects their prized piece. After making their choice, the teacher conferences with each student careful to focus on only 2 errors. Students NOT in this group continue working through the first four steps of the writing process. In this sense, pressure is lifted off the teacher. When publishing is managed during guided small groups, it eliminates the problem of students waiting and wasting time for their turn. Students know they will all have an opportunity to publish too, but in the meantime they enjoy writing and practicing prewriting, drafting, revising, and editing.

[0057] Now that a group of students are ready to publish, the next step students take part in is the publishing conference. Often times, there is confusion as to how this conference is supposed to be conducted. One of the most common mistakes teachers make during publishing conference is correcting every error on the student's paper. While the instructor's intention is to help, her students perceive the corrections as negative. Overwhelmed and disappointed in their writing, the student thinks "look at how many mistakes I made". "A good writer is perfect." I'm not a good writer". "I don't want to write". "What's the point of writing when I can see I'm no good?" "I don't like writing because I'm bad at it". It is much more productive for the student if their teacher chooses only a couple of skills to address. Students are much more likely to comprehend and remember the skill if only two are addressed. The teacher can then make note in some fashion as to which skill was discussed in the publishing conference.
Just as important, if not more, the student's self-esteem stays intact. His teacher points out things he's done well and because she chooses to address only two skills, the student isn't overwhelmed and he feels his goal is attainable.

[0058] Finally, spelling is probably one of the most misunderstood details addressed in conferencing. The majority of elementary students' brains develop their cognitive and verbal areas much faster than their spelling. Many students know how to accurately spell a handful of high frequency words. Problems arise when students have been programmed to think, "It's not ok to write words you can't spell." When teachers use this approach during writing, they are setting these to students up for failure. Students' vocabulary is developed much faster than their spelling.

[0059] Students who are programmed to write only what they can spell will produce sentences like: "I see a cat." "My cat is black." "She is fun." However, if this student has a conversation at lunch on the same subject, this is what is said: "Yesterday my black cat thought it would be funny to jump into our garbage can. She got stuck and didn't know how to get out. At first we were very scared because we couldn't find her. Finally, I heard a loud noise coming out of the kitchen! It was our cat Missy in the trashcan! We couldn't stop laughing!"

[0060] When students are afraid of making mistakes in spelling they do not develop opportunities to practice using new vocabulary. If we wait for students' spelling abilities to catch up with their thinking, the consequence is catastrophic. In order for students to grow as writers, they must practice everyday. Limiting the words they can say but not spell correctly will ultimately put them behind in reading and writing. Now writing is no longer an outlet but a source of stress. Fortunately, we can avoid these negative scenarios.

[0061] The use of the graphical interface helps to eliminate this problem. It allows students to gradually learn new words. At the same time students develop the freedom in spelling to take risks. This allows for higher level phrasing without sacrificing content.

[0062] One of the most important benefits of graphical interface is how the writing process is represented to the students visually. Because the 4 squares (prewriting, drafting, revising, editing) are the same size and each a different color in certain instances, AND the publishing circle is centered, the tool automatically suggests that each of the four steps are of equal importance. Because the publishing circle is popped out in the center, all 5 steps appear to represent the whole. The steps are part of a process, not individual parts functioning alone.
Examples

[0063] The following examples are included to demonstrate preferred embodiments of the invention. It should be appreciated by those of skill in the art that the techniques disclosed in the examples which follow represent techniques discovered by the inventor to function well in the practice of the invention, and thus can be considered to constitute preferred modes for its practice. However, those of skill in the art should, in light of the present disclosure, appreciate that many changes can be made in the specific embodiments which are disclosed and still obtain a like or similar result without departing from the spirit and scope of the invention.

[0064] As seen in Fig. 1, the graphical interface illustrates each step as described above with four rectangles representing the first four steps as described above and a center circle representing the fifth step as described above. Sentences helping the students are located within the rectangles. Also seen under the word "name" in boxes are the markers associated with each student.

[0065] As seen in Fig. 2, the graphical interface 1, comprises four independent rectangles 2.
The rectangles are in one plane. In this embodiment, a riser 3 places the publishing step 4 in a different plane. Further as seen in Fig. 2, clips 5 can be used to indicate where a student is in a writing composition process.

[0066] As seen in Fig. 3, the graphical interface can be an electronic graphical interface 6.

[0067] From the foregoing description, one of ordinary skill in the art can easily ascertain the essential characteristics of this disclosure, and without departing from the spirit and scope thereof, can make various changes and modifications to adapt the disclosure to various usages and conditions. For example, we do not mean for references such as above, below, left, right, and the like to be limiting but rather as a guide for orientation of the referenced element to another element. A person of skill in the art should understand that certain of the above-described structures, functions, and operations of the above-described embodiments are not necessary to practice the present disclosure and are included in the description simply for completeness of an exemplary embodiment or embodiments. In addition, a person of skill in the art should understand that specific structures, functions, and operations set forth in the above-described referenced patents and publications can be practiced in conjunction with the present disclosure, but they are not essential to its practice.

Claims (20)

1. A graphical interface for instructing students in the process of writing composition, the interface comprising:
a. a first flat surface oriented in a first two dimensional plane;
b. four graphical divisions within the flat surface;
c. a fifth graphical division within the first flat surface or in a second flat surface in a two dimensional plane parallel to the first flat surface;
d. indicators corresponding to students capable of being moved from one graphical division to another; and wherein each graphical division indicates a step in the process of writing composition.

2. The graphical interface of claim 1, wherein the first flat surface is a rectangular shape.

3. The graphical interface of claim 2, wherein four graphical divisions are within the first flat surface in a columnar or row configuration.

4. The graphical interface of claim 3, further comprising the fifth graphical division within the first flat surface positioned within the first flat surface in a columnar of row configuration.

5. The graphical interface of claim 2, wherein the four graphical divisions are in a window pane configuration, the four graphical divisions comprising a surface area with a sum of the graphical divisions comprising a graphical interface surface area.

6. The graphical interface of claim 5, wherein the fifth graphical division is a rectangular shape which is smaller than the graphical interface surface area.

7. The graphical interface of claim 6, wherein the fifth graphical division is superimposed upon the four other graphical divisions so that the fifth graphical division partially obscures the other four graphical divisions.

8. The graphical interface of claim 5, wherein the fifth graphical division is a circular shape which is smaller than the graphical interface area and is superimposed upon the other four graphical divisions so that the fifth graphical division partially obscures the other four graphical divisions.

9. The graphical interface of claim 7, wherein the fifth graphical display division is in the two dimensional plain parallel to the first flat surface and is connected to the first flat surface by a riser.

10. The graphical interface of claim 1, wherein the first flat surface is in a circular shape.

11. The graphical interface of claim 10, wherein the four graphical divisions within the first flat surface are in a pie shaped configuration.

12. The graphical interface of claim 11, wherein the first flat surface has a circular area.

13. The graphical interface of claim 12, wherein the fifth graphical division is a circular shape with an area that is less than the first flat surface and is superimposed upon the other four graphical divisions so that the fifth graphical division partially obscures the other four graphical divisions.

14. The graphical interface of claim 13, wherein the fifth graphical division is in the two dimensional plain parallel to the first flat surface and is connected to the first flat surface by a riser.

15. The graphical interface of claim 1, wherein the first flat shape is a polygon and the fifth graphical division is an oval, circle or polygon and the second flat shape is superimposed on the four graphical divisions, the second flat surface having an area less than that of the four graphical divisions combined.

16. The graphical interface of claim 15, wherein the fifth graphical division is in the two dimensional plain parallel to the first flat surface and is connected to the first flat surface by a riser.

17. The graphical interface of claim 1, wherein the indicators are magnets, markings, or clips.

18. The graphical interface of claim 1, wherein of the five graphical divisions, a first graphical division represents prewriting, a second graphical division represents drafting, a third graphical division represents revising, a fourth graphical division represents editing and the fifth graphical division represents publishing.

19. The graphical interface of claim 1, wherein the first flat surface and the second flat surface comprise board, cardboard, metal, plastic, chalkboard, dry erase board or a combination thereof.

20. The graphical interface of claim 1, wherein the first flat surface and the second flat surface are represented in an electronic medium on a television or computer monitor.