Writing: Making It Better

1. Writing: Making It Better Carla K. Meyer Ph.D. Appalachian State University

2. Thought for the Day • Writing is an act of faith, not a trick of grammar. • E.B. White

3. Today’s Agenda • Revision • Strategy Instruction

4. Author’s on Revision • “[Anyone can write well] if only that person will write the same thought over and over again, improving it a little each time.” Kurt Vonnegut author of Slaughterhouse-Five • “The beautiful part of writing is that you don’t have to get it right the first time, unlike, a brain surgeon.” Robert Cormier author of The Chocolate War • “Only God gets it right the first time.” Stephen King

5. The Importance of Revision • “Writing is revising, and the writer’s craft is largely a matter of knowing how to discover what you have to say, develop, and clarify it, each requiring the craft of revision” (Murray, 1991, p.2). • Revision also provides a way for teachers to guide students in learning about the characteristics of writing in ways that will not only improve the current piece but also carry to future writing. • Get feedback • Learn to evaluate their own writing • Discover ways to solve common writing problems.

6. Revision and Expert Writers • Expert writers revise frequently • During • After • However, research shows students do little revising, and the revision that does occur is often superficial.

7. Best Practices: Teaching Revision (MacArthur, 2007). • Evaluation Criteria and Self-Evaluation and Peer Revision • Specific criteria is necessary • MODEL-Share papers with a particular problem and demonstrate how to revise the paper (I do). Then work collaboratively to fix the paper (we do). • Critical Reading • Teach students how to read critically and identify areas of weakness. • Students then learn to transfer critical reading skills into peer revision.

8. Best Practices: Teaching Revision (MacArthur, 2007). • Peer Revision • A major component of the writing process classroom • Students learn from both roles as author and reviser • Must be integrated with a instruction about how to evaluate and revise to be effective • Strategy Instruction • Teachers explicitly explain the strategy and model how to do the strategy using think alouds, provide guided practice, and independent practice. • Specific strategies exist for different steps of the writing process including revision.

9. Best Practices: Teaching Revision (MacArthur, 2007). • Word Processing • Makes revision possible without tedious recopying. • Students must be taught to revise using the computer. • Students must have word processing skills for this to be effective

10. For Example

11. Strategy Instruction(Graham and Harris, 2005). “I hear and I forget. I see and I remember. I do and I understand.” • Discuss It-Why is this important? • Model It-I do • Internalize It –Students learn the steps • Support It-We do • Independent Performance-You Do

12. Strategy Instruction(Graham and Harris, 2005). • Declarative Knowledge: What strategy is to be learned and used • Procedural Knowledge: How is that strategy actually employed • Conditional Knowledge: When and why that strategy should be used

13. Peer Revising Strategy: One Approach (Graham and Harris, 2005) • Upon the completion of the first draft: • Revision is initiated by sharing the paper with a listener. • Author reads the paper aloud while the listener reads along. • Active listening is critical and the listener asks questions about what may be unclear. • After the paper is read, the listener tells the writer what the paper is about and what he or she likes bests. • Listener should be taught to comment on main ideas and important parts as well.

14. Peer Revising Strategy: One Approach (Graham and Harris, 2005) • Upon the completion of the first draft (con): • Next the listener reads the paper • Asks for help if something cannot be read • Ask the questions • Is there anything unclear? • Is there any portion in which more detail should be added? • This is the step during which the partners can focus on a particular component (e.g. voice, word choice, etc). • Partners discuss recommendations made by the listener

15. Peer Revising Strategy (McArthur, Schwartz, & Graham, 1991). • Two Parts • Revising • Editing • Two Roles • Writer • Listener

16. Writer’s RoleEditing Step 1: After revising draft, reread paper to check for any grammatical errors which they may find.

17. Listener’s RoleEditing Step 1: Check the writer’s paper for errors in: Sentences Capitals Punctuation Spelling Step 2: Share suggestions with the writer.

18. Editing checklist • Sentences: Is the sentence complete? • Capitals: Are first letters of sentences capitalized? Are proper nouns capitalized. • Punctuation: Is there punctuation at the end of each sentence? • Spelling: Circle words you are not sure of and correct with spell-checker or dictionary.

19. Tips for Peer Revision Instruction (Graham and Harris, 2005). • Peer revision is easier if students have the opportunity to word process draft. • Teachers must model and emphasize that feedback and suggestions must be delivered in a positive manner. • In the early stages the teacher must scaffold the listener and help provide suggestions.

20. To Do • Read • Article on Discussion