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Revision: Articles & Resources

  • 12 days ago

    68 Comments

    The Westing Game Manuscript, by Ellen Raskin (1978) Information-grey

    Ellen Raskin often remarked during her career that she wished she had known “where children’s books come from” while she was a young UW-Madison art student. She wanted to make it possible for future UW-Madison students to see something of the creative process of writing a manuscript, the editorial process and matters concerning page and jacket design, decisions concerning the selection of the typeface, and many other details about creating a children’s book.

    Raskin knew that the very people she hoped her manuscript materials might inspire are in and out of the CCBC all the time: art students, student writers, teachers of writing and others interested in the creative process.

    As of 1978 Raskin had made two earlier offers of selected archival materials to the CCBC. Her generous offers had been turned down, because manuscripts are not within the scope of CCBC collections.

    In 1978 Raskin offered a manuscript to the CCBC for the third time. CCBC Director Ginny Moore Kruse reminded her once again that the CCBC is not equipped for preservation. Raskin made it clear that she wanted the manuscript materials to be used, commenting that it wouldn’t matter if they fell...

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  • 13 days ago

    Radical Revision Strategies: My Road from Fairy Tale to Catharsis, by Juanita Willingham, National Writing Project, NWP.org (2004) Information-grey

    Author: Juanita Willingham

    Summary: A teacher-writer shares her experience using radical revision, a strategy for taking ones writing apart and reassembling it. In the process of illustrating the impact of trying out various revisions of a poignant poem she wrote and shared with a writing group, she includes five clear and useful strategies that encourage writers to experiment with changes in structure, genre, and point of view. Teacher-writers as well as classroom teachers and facilitators of writing-intensive workshops may appreciate this piece.

    Original Date of Publication: 2004


    Why do I put off telling the story?
    It’s sitting here on my brain
    begging to be told
    and yet I don’t, I can’t, tell about you.

    Sometimes, when I tell something, I forget about it.
    Am I not letting the story come out, because if I tell, I’ll forget?
    But don’t I want to forget?

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  • 14 days ago

    Subversive Acts of Revision: Writing and Justice, by Heather E. Bruce, English Journal 102.6 (2013): 31–39 Information-grey


    Teaching for peace and justice means offering students bold opportunities to revise hate and discrimination. Bruce discusses vibrant examples of subversive revision and implores teachers to build them into their curricula.


    As my career wanes into its twilight years almost 40 years after I began to teach, I find myself radically and insistently focused on the capacity and audacity of teaching English so that people stop hurting and killing each other.1 No other business seems significant during such dangerous times in public education.

    The intellectual and social-emotional nature of teachers’ work is being compromised, corrupted, and corroded by management pedagogies let loose on schools. These have brought a range of toxic and disfiguring educational “reforms.” Federally unified standards (CCSS), high-stakes testing...

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  • 15 days ago

    Today’s Reasons Why We Need Students to Write for Authentic Audiences, Katie McKay By Katie McKay (Originally Published at The Current (December 12, 2018) Information-grey

    Our educational context today is drastically different than it was at the turn of the century. And, unfortunately, those changes have not all been positive. NCLB, enacted in 2001, was built upon deficit beliefs about culturally and linguistically diverse students.Ironically, the high stakes testing that was branded as a policy to help our most vulnerable student populations, has done the opposite. Over the last 17 years, there has been wide-spread adoption of regressive, scripted curriculum, particularly in schools that serve diverse students. We are witnessing how these programs are growing disengaged, dependent learners and increasing inequities in access to high-quality teaching and learning.

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  • 15 days ago

    Culturally Responsive Writing Instruction for Secondary Students With Emotional and Behavioral Disorders, by Calli Lewis Chiu, PhD, Kelly M. Carrero, PhD, Mandy E. Lusk, PhD (May 18, 2017) Beyond Behavior, SAGE Information-grey

    Research Article | https://doi.org/10.1177/1074295617694406

    Abstract

    Research suggests that teachers often do not adequately prepare students with emotional and behavioral disorders (EBD) to utilize organizational structures and basic writing skills that are necessary to produce cohesive essays. Among the challenges of effectively teaching writing to secondary students with EBD is how to deliver culturally responsive instruction to students who come from a variety of different backgrounds.This article presents specific strategies for infusing culturally responsive practices into scaffolded instruction for teaching written expression to youth with EBD.Keywords culturally responsive instruction, writing instruction, emotional and behavioral disorders

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  • 19 days ago
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  • 19 days ago

    On the Origin of Species: The Preservation of Favoured Traces Information-grey

    On THE ORIGIN OF SPEICIES The Preservation of Favoured Traces from Paul Allison on Vimeo.

     

    The Preservation of Favoured Traces

    Charles Darwin first published On the Origin of Species in 1859, and continued revising it for several years. As a result, his final work reads as a composite, containing more than a decade’s worth of shifting approaches to his theory of evolution. In fact, it wasn’t until his fifth edition that he introduced the concept of “survival of the fittest,”...

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  • 19 days ago

    Boosting Achievement: Reaching Students with Interrupted or Minimal Education Information-grey

    An Excerpt from PART IV

    IMPLEMENTING A PRACTICAL APPROACH TO INSTRUCTION

    ...

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  • 19 days ago

    Preaching What We Practice: A Study of Revision (Journal of Curriculum and Instruction, March 2013) Information-grey

    Shelbie Witte, Florida State University. “Preaching What We Practice: A Study of Revision.” Journal of Curriculum and Instruction (JoCI), Copyright 2013, March 2013, Vol. 6, No. 2. Pg. 33-59, ISSN: 1937-3929 http://www.joci.ecu.edu, doi: 10.3776/joci.2013.v6n2p33-59


    Abstract

    In this article, a three-tiered nationwide study of the pedagogical implications of teachers’ revision practices in digital writing environments is discussed. The study investigates the use of revision in the personal and professional writing of teachers and the teaching of revision in their own classrooms. During a three year period, data were collected from a sampling frame of 150 National...

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  • 20 days ago

    Unsettling Drafts: Helping Students See New Possibilities in Their Writing (English Journal, October 1997) Information-grey

    Novice writers have trouble revising. Perhaps they struggle because they have so little experience with rewriting; or, perhaps they have been misled by teachers who sometimes focus on neatness or correctness of writing at the expense of more global issues (Erika Lindemann, 1987, A Rhetoric for Writing Teachers, Second edition, New York: Oxford University Press). In addition, they don’t see revision as re-vision or as a re-seeing of their work, but simply as making minor, more local changes (Donald M. Mur-ray, 1993, Write to Learn, Fourth edition, Fort Worth, TX: Harcourt Brace Jovanovich). Often they commit themselves to a particular plan or approach and seem unwilling or unable to veer from the rigid scheme (Lindemann 1987).

    Teachers have tried a variety of strategies for making revision a more significant part of the writing process. Some collect drafts to give extensive comments and pose provocative questions to help students re-see their work; they establish peer groups in which group members give written and oral questions and suggestions; they conference with students about their drafts; students go to writing centers to receive advice from tutors about how their work might be improved.

    STUDENT...

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  • 20 days ago

    15 Comments

    Understanding Composing, by Sondra Perl, College Composition and Communication Vol. 31, No. 4 (Dec., 1980), pp. 363-369 Information-grey

    Any psychological process, whether the development of thought or voluntary behavior, is a process undergoing changes right before one’s eyes. . . . Under certain conditions it becomes possible to trace this development.’
    — L. S. Vygotsky

    It’s hard to begin this case study of myself as a writer because even as I’m searching for a beginning, a pattern of organization, I’m watching myself, trying to understand my behavior. As I sit here in silence, I can see lots of things happening that never made it onto my tapes. My mind leaps from the task at hand to what I need at the vegetable stand for tonight’s soup to the threatening rain outside to ideas voiced in my writ-ing group this morning, but in between “distractions” I hear myself trying out words I might use. ...

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    “NowComment” and “Turning Documents into Conversations” are registered trademarks of Paul Allison. All rights reserved.

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