revising and editing strategies thesis

Start at the bottom of the page on the right side. Whatever we want kids to do in their writing, we have to provide models for them. Revising. https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading This is powerful stuff, and always confirms for me that the writing process needs to be a social act. We teachers sometimes combine revising and editing—and this confuses our students. Using a sheet of clean paper, cover all the text except the first sentence. For example, students can insert imagery, emotions, dialogue, and voice. They delete the three extra uses of it and replace those with pleasant, kind, caring. You may even wish to provide scissors and ask them to cut up a draft and mix around the order to see how it reads. Detail and support . During the revising process, put your writing aside at least twice—once during the first part of the process, when you are reorganizing your work, and once during the second part, when you are polishing and paying attention to details. Show students text examples where the writer begins with the end or the middle of the story (for narrative), or, for argumentative, where a writer begins with the devastating results of a policy or environmental disaster, then moves to persuade readers in the rest of the essay. is dialogue-based. Might adding dialogue brighten the story? This collectively demonstrates to them how to do this, allows them to practice together, and provides an opportunity for them to teach each other. Coherence I also think it's important that the teacher write during this time, as well (model, model, model). Edutopia® and Lucas Education Research™ are trademarks or registered trademarks of the George Lucas Educational Foundation in the U.S. and other countries. Students need to, for example, “rehearse” words, phrases, introductions, and thesis statements with each other during the revision stage. But as my colleague Jane Hancock says, the revision stage is about tightening, brightening, and sharpening the writing. I also provide models of what good writing looks like—and lots of them. Editing and Revising Strategies A key step in the writing process is to revise and edit work before creating the final version. Show your students models of different ways to organize narrative, informational, and argumentative essays. I’m a fan of the writing workshop. For example, it could be a few words that hint or foreshadow at what’s to come in a narrative, or for that literary analysis paper, it could be one word that describes the mood of a character or of the story. Encourage your students to add details to their narrative writing. Allow yourself some time between writing your paper and editing. Here’s what the classroom writing process looks like: At the beginning of the writing process, I have had students write silently. Revision Strategies. While revision occurs throughout the writing process and involves such tasks as rethinking, overall structure, focus, thesis and support, editing and proofreading assume that the writer is working on the final draft and is in the process of making the paper correct. Revising usually involves checking the structure, arguments, logic, flow, and content of the work and involves adding, deleting, or reworking text. Stop and change anything you wish as soon as you see it – punctuation, spelling, and sentence structure. For it to be successful, in my experience, students need plenty of topics handy (self-generated, or a list of topics, questions, and prompts provided). Show students another essay, or two or three, where the writer goes off topic. Does each sentence in each body paragraph refer back to the topic sentence? However, when it comes to revising, and later editing, I think peer interaction is necessary. Show them zippy titles, and talk about ways they can forage for title ideas from within their paragraphs. deals with the paper as a whole, considering strengths and weaknesses, arguments, focus and organization, support, and voice, as well as mechanical issues. As a group, decide to combine ideas that are redundant or remove one altogether. In that argumentative essay or short story, maybe the ending is a better beginning? For nonfiction, expository writing, students can insert facts, statistics, examples, and quotes from experts. Want them to create zippy titles for that essay? The purpose or revision is to ask questions, expanding ideas and challenging arguments which require discussion between the writer and the reader. During revision, students should work closely together, discuss models, add details, delete the unnecessary, and rearrange for clarity and effect. If she is revising, she is editing for content in her essay and is probably checking to make sure that her topic sentences support her thesis sentence. As they share, the teacher can make those changes. Is each example followed by at least one supporting detail? Look at the words from right to left, check for spelling/typographical errors. Students should do this together with the same example or model and find a variety of types of evidence to back the claim (a statistic, a quote from a politician, etc.). Does everything refer back to main point? Tell them to try it. Strategy 1: Providing Models This is the number one strategy for a reason. Center for International and Cultural Education, Give by Mail, Phone, or Electronic Funds Transfer, Dr. Martin Luther King Jr. Memorial Lecture, Academic Advising accessibility disability accommodations, ais database Colleague Datatel Ellucian WebAdvisor, sports Lund baseball basketball cross country football golf hockey nordic skiing soccer swimming diving tennis track field softball volleyball, bonnier multifaith interfaith faith center, motor pool vehicles vans cars minivans 10 person reserve reservations college vehicles, GTS Computer infotech info tech it technology information support helpdesk helpline technical, Johnson Center for Environmental Innovation, Latin American, Latina/o, and Caribbean Studies, Modern Languages, Literature, and Cultures. For repetitive words, ask students to look through the thesaurus and choose synonyms to consider. Silent writing is a wonderful, focused activity for the brainstorming and drafting stage of the writing process. Does each body paragraph contain at least two examples? Does each topic sentence refer to the thesis? Students need to, for example, “rehearse” words, phrases, introductions, and thesis statements with each other during the revision stage. Provide students with a narrative or expository essay where there is some redundancy of a topic or repetition of words. This is the number one strategy for a reason. Again, using models (those that are exemplary and those that need some repair) helps young writers see and learn what good writing looks like. Revision is making it better, and editing is making it correct. So how do students know what to add, delete, or rearrange? Nice is a word students may use repetitively. Students will share out things to add, delete, and rearrange. That means I also write with my students, and I allow plenty of time for students to conference with me and with each other. We revise the example together. However, when it comes to revising, and later editing, I think peer interaction is necessary. Use a student essay example where there is a claim made without any evidence to follow: “Most people don’t think Trump would make a good president.” Talk about the different kinds of evidence they can use to support the claim and then have them search for evidence: “According to a poll given to U.S. voters in January 2016, only one out of 15 Americans would vote for Trump.”. Ask them to find similar places in their own writing and make note to remove or rewrite those sections. In a narrative essay, present them with a sentence like “She was so tired,” and have them re-create it using imagery: “Her eyelids drooped as she dragged her tired feet behind her.” Show some models of dialogue, and ask students to find in their own narrations where they explain. Unity . Good writing, particularly in Western academic contexts, means writing that is reader-centered (i.e. Do Petra's topic sentences support her thesis statement? Would the narrative story be better if written chronologically? During revision time, I like to use anonymous student papers from other class periods (or past years) on the document camera with the whole class—one that has similar clunkiness or vague generalities I see in current papers of students (e.g., repetition, lack of descriptive or supportive sentences, or lack of complex sentence structures). Photo credit: Romer Jed Medina via flickr (CC BY-SA 2.0). Look for. Strategies for Drafting & Revising Academic Writing Page 5 Questions About Audience Revision is largely the process through which you shift from writing centered on you to writing centered on your audience. Or should the claims and evidence follow in an order related to the most important point, or should you save the best point and evidence until the end? 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