LEHMAN COLLEGE
INSTITUTE FOR LITERACY STUDIES
Tel: (718) 960-8758
THE CITY UNIVERSITY OF NEW YORK
250 Bedford Park Blvd. West
Fax: (718) 960-8054
Bronx, NY 10468-1589
NEW YORK CITY WRITING PROJECT
Revision
Purpose
When students complete a first draft of writing they re often reluctant to make changes in their writing or revise it in an attempt to improve their piece. Even if they agree to “re-write,” more often than not the second draft shows only superficial changes; the quality of the piece remains essentially unchanged. This presentation will distinguish between revision and editing, demonstrate the kinds of choices (strategies0 writers have when they revise, and offer some techniques to help students understand and encourage them to revise their own work.
Procedure (these activities may be done over 3-4 class periods)
(You might prefer to use the terms “adding,” “leaving out,” “replacing,” and “re-arranging” with the students.) Explain to the class that these are the kinds of changes (revision strategies) that they may choose from when they are working on improving a piece of writing.
Acknowledgements
The following people contributed to this presentation: Elaine Avidon, Linette Moorman, Helen Ogden, Ed Osterman, Meta Plotnik, and Ellen Shatz.
Prepared by:
Christine Kissack
© 1984, The New York City Writing Project
LEHMAN COLLEGE
INSTITUTE FOR LITERACY STUDIES
Tel: (718) 960-8758
THE CITY UNIVERSITY OF NEW YORK
250 Bedford Park Blvd. West
Fax: (718) 960-8054
Bronx, NY 10468-1589
NEW YORK CITY WRITING PROJECT
Appendix C
Questions Useful in Conferencing or Groups
● What is the most important thing you are saying?
● Why did you choose this topic? What’s important about it to you?
● Which is the most important part of your story? Why?
● Where do you get to your main idea?
● Is there anything that doesn’t seem to fit?
● Do you think you have two stories or one?
● Read me the places where you think you describe it well.
● Are there places you could describe more?
● Have you tried to underline the places where you tell us something, like “he was ugly” and then rewrite those on another sheet of paper?
● In your own words, tell me all about this. What else do you know about the topic?
● What questions do you think people will have for you? If you answer them now, you get rid of some of the questions.
● Could you go through your story, reading me a line, then telling me more about it?
● Why don’t you try reading your story over and putting a dot on the page wherever there is more to ell.
● What did you tell first? Second? Third? (make a list) Is there any other way you could order this? Why did you decide to put it in this order?
● Have you tried cutting it up and putting it into a different order?
● Could you make this into a flashback?
Source:
Lucy Calkins, Lessons from a Child, Exeter, NH: Heinemann Educational Books, 1983.
LEHMAN COLLEGE
INSTITUTE FOR LITERACY STUDIES
Tel: (718) 960-8758
THE CITY UNIVERSITY OF NEW YORK
250 Bedford Park Blvd. West
Fax: (718) 960-8054
Bronx, NY 10468-1589
NEW YORK CITY WRITING PROJECT
Suggestions for Discussions on Revision for Students
Revising one’s writing can be challenging, stimulating, and at times, tedious. It is essential that students be given opportunities to discuss how they revise and how they feel about revision. Through discussions about the revision process, students will begin to realize that they have options when they revise and that they are not alone in their struggle with an early draft.
It is not enough to introduce revision strategies early in the term and never discuss them again. Time must be provided throughout the term for discussions of revision.
a) What changes did you make in writing your second (or third) draft? Explain why you made these changes.
b) How do you feel about the new version? Why are you satisfied (or still not satisfied) with it?
c) How smoothly did the revising go for you? What difficulties, if any, did you encounter? How did you deal with these difficulties?
d) What section of the story or essay gave you the greatest problem in revision? Why was that?
Students should be encouraged to read their responses aloud. Ideally, you want many students to read aloud so students can compare their experiences and, perhaps, offer each other suggestions for making revision less troublesome.
Logging in, please wait...
0 archived comments