Revision in the Writing Process

Introduction

As on the other days begin with silent reading of quality children’s literature. Remind children who are beginning a new book to enter the date, title and author on their reading list page. Encourage them to look out for alternative words for ‘went’ to add to the wall display and to be ready to give an opinion on the author’s choice of words. Allow them to share their responses to the material read. Add any new words to the list on display.

Development

Whole-class mini-lesson

(A) Overused word: then.

Follow the same procedure as in the previous lesson.

(B) Revision Strategies

  1. Put a transparency of a piece of writing on the overhead projector.
  2. Begin by explaining that all writers revise their writing. The first draft is an opportunity to capture one’s initial thoughts on paper. Good writers then read over what they have written to see if what is written on the page matches the intention/vision they had in their head to begin with.
  3. Invite children to silently read the piece.
  4. Invite them to comment on a line, phrase, word, and/or description they like. Underline in red. Ask them to identify a similar word or phrase in their own writing.
  5. Ask them to consider if any words should be changed to make the piece clearer/ more powerful. Underline in blue. Show them how to cross out the word and insert the new word.
  6. Ask them to consider if any parts are unclear or confusing. Underline in green. If a whole sentence has to be reworded show children how to mark, with a number, the spot where the sentence belongs and to then write the new version on a spare piece of paper and number it accordingly.
  7. Ask them to consider if any details need to be inserted to clarify the piece. Underline in purple. Again demonstrate how to number the insertions and how to add these into a draft.
  8. Add your own opinions on the piece and justify them with a reason.
  9. Ask children to follow this format when revising:
  1. Ask children to apply these strategies to their own work when they have finished their first draft. (Children must learn to be their own critics. They must learn to evaluate for themselves what is strong/weak about their writing. Allow them to determine what needs to be revised and resist the urge to have them ‘fix’ every thing. During the year they will develop their skills in this area.).
  2. Have students record the revision strategies on a sheet of paper and insert the page into the convention section of their folder.

Conferencing

Children begin working on their piece of writing. As they work, circulate and respond to them. Any children who have completed a first draft apply the revising strategies to their piece of writing. Visit with children with whom you have not yet had a conference. Any child who has finished reading their first draft and has attempted to follow the revision strategies should now begin a new piece of writing. At the end of the writing session remind children to draw a line under the last line of writing.

Sharing

Follow the same procedures as yesterday, so a routine is established. Invite different children to share.

Conclusion

Finish up the writing session in the same manner as previous days.

 Summary/Follow-up Work

Assessment Comments

Aim

That the child will be enabled to:

Receptiveness to language

  • Observe the teacher modelling revision of a piece of writing and discuss the process

Competence & confidence: using language

  • Revise a piece of their writing by reading it over and applying the strategies taught in the mini-lesson

Developing cognitive abilities through language

  • Expand and clarify a piece of writing

Emotional and imaginative development through language

  • Continue to develop their imaginations through a response to personal reading material and through expressing their ideas on paper.