120-teaching writing book 3

8/3/2019 120-Teaching Writing Book 3

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Book ThreeRevised

Teaching Writingin Grades 3-11

(includes Spanish Grades 3-4)

AMPL


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Region 4 Education Service Center. All rights reserved.

I . INTRODUCTION

OVERVIEW....................................................................................... 4TEACHING WRITINGIN GRADES 3-11 RESOURCE BOOKS ............................ 6

II . DEFINING REVISINGAND EDITING

THE HARD PARTSOF WRITING ............................................................. 8THE IMPORTANCEOF REVISING............................................................. 9

ENCOURAGING REVISION....................................................................10UNDERSTANDINGTHE EDITING PROCESS ................................................18USINGTHE SAMPLE REVISINGAND EDITING PASSAGES ..............................20

III . TEACHING REVISINGAND EDITING

CONFERENCE SLIDERS .......................................................................21MAGNETIC IDEAS: REVISING SENTENCESFROM TELLINGTO SHOWING ...........23PEEREDITING POCKET ......................................................................28

VERBSONTHE MOVE ........................................................................31

IV. PEERCONFERENCING

EFFECTIVE PEERCONFERENCING ..........................................................34

V. APPENDICES

APPENDIX A: QUESTIONSTO FUEL REVISION BOOKMARK(ENGLISH)...........41APPENDIX B: QUESTIONSTO FUEL REVISION BOOKMARK(SPANISH)...........42APPENDIX C: WRITING FOLDERINSERTS (ENGLISH) ...............................43APPENDIX D: WRITING FOLDERINSERTS (SPANISH)...............................47APPENDIX E: SELF-EDITING CHECKLIST (ENGLISH).................................51APPENDIX F: SELF-EDITING CHECKLIST (SPANISH).................................52APPENDIX G: PEER-CONFERENCING FORM (ENGLISH)..............................53APPENDIX H: PEER-CONFERENCING FORM (SPANISH)..............................54

Table of ContentsTeaching Writing in Grades 3-11: Book Three


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HOW CANTHEREVISION PROCESSBEENCOURAGED?

Samuel Johnson may have said it best: What is writtenwithout effort is in general read without pleasure (Johnson,1897). This is the belief students should possess: the hardwork of revision is vital to create meaning for the reader. Forstudents to willingly take on the challenge of constantlyreentering the writing, they must have daily opportunities togain confidence as writers, a repertoire of questions todetermine whether the writing has clear meaning, a way to

organize their written pieces, and strategies to use forrevision.

ENCOURAGING REVISIONBYPROVIDING TIMETO WRITE

Students need consistent, predictable blocks of time to write because writers needpractice in order to become proficient. These blocks of writing time may be filled withprocess writing, freewriting, journal writing, content-area writing, etc. A variety ofwriting experiences is necessary for a writer to become fluent and feel confident asan author. Writing experts may disagree on the exact amount of time needed eachday for writing, but they do agree that time is the critical factor. Writing taught onceor twice a week is just frequently enough to remind students that they cant writeand teachers that they cant teach (Graves, 1983, p. 90). Unfortunately, even todaymuch of the language arts curricula and courses consist almost exclusively of readingand listening (Emig, as cited in Carroll & Wilson, 1993).

Since writing is behavior learned through practice, the writing that a studentproduces during writing practice is, and always will be, self-paced. One writes bestas one learns best, at ones own pace (Emig, as cited in Carroll & Wilson, 1993,p. 337). During writing practice, a certain quantity of writing is not the point; what isexpected is that each student have sufficient writing time to gain confidence as a

writer.

Evaluating the quantity and quality of writing time students actually experiencerequires a close examination of the instructional time committed to writing and thetypes of writing that students engage in. While it may be easy for teachers to quicklyconclude, Yes, my students have various, frequent writing opportunities, it is moreconclusive to analyze the actual quantity and quality of the writing opportunitiesstudents have within a one-week period. Using this information, teachers may drawhelpful conclusions about classroom writing practices.

Defining Revising and EditingEncouraging Revision

What is written

without effort is

in general read

without

pleasure

(Samuel

Johnson, 1897).


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4 Region 4 Education Service Center. All rights reserved.

ENCOURAGING REVISION THROUGH QUESTIONS

In addition to time spent writing to gain confidence, students must have anunderstanding of questions that prompt revision to clarify meaning. Revisingencompasses not only the changes as pen hits the paper but also the internalquestions writers pose as they think and reflect on their writing.

These questions about the writing do not commenceduring revision (Figure 2.3). Actually, the entire writingprocess should begin with a running list of questions,

possibly internal ones, possibly posed to others throughdiscussion. Questions may include: What do I know aboutthis topic?; How can I focus the topic?; What does thereader want to know?; Who is the reader?; and Whatform makes the best sense for the writing? All are a vitalpart of the planning, or prewriting, process for writing.

These questions and more should cycle through thewriters mind during the writing so that revision ispromoted and activated. As writers reread what they havewritten, they need to question and evaluate the very heart of the writing. This

thought process will encourage revision for clarity.

A list of possible revision questions to promote thinking that will help determinewhether the text has been written with clarity and meaning is provided in Figure 2.4.These questions have been grouped according to the five qualities of writing thatwere discussed in Books One and Two of this writing series, and the questions arearranged in an order that would first focus the writer on broad concepts that affectthe overall meaning of the writing. Once the writing has been revised using a clearorganizational structure with focus and coherence, the writer then proceeds torevising for finer details, such as sentence structure, that influence thecommunication of ideas.

Bookmark-sized versions of the Questions to Fuel Revision can be found inAppendices A and B (English and Spanish versions). Because revision is a continualprocess, students should be encouraged to make use of the thoughtful questionslisted in Figure 2.4 throughout the writing process.


Figure 2.3

Internal questioningthroughout the writing

process

Prewriting

Drafting

Revising

Editing

Internal questioningthroughout the writing

process

Prewriting

Drafting

Revising

Editing


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Questions to Fuel Revision

FOCUSAND COHERENCE

Do I have a clear, central point throughout the writing?

Do I have a conclusion that makes the writing soundcomplete?

Are there sentences that do not belong in the writing?

ORGANIZATION

Are the ideas in an order that will make sense to the reader?

Are meaningful transitions used throughout the writing?

Do I have sentences that may work better in another placein the writing?

Do I have ideas that are repeated in the writing?

DEVELOPMENTOF IDEAS Does the writing have a limited number of ideas that are

thoroughly developed?

Do the details help the reader understand my ideas?

Does the writing interest the reader?

VOICE

Does the writing show my personality and who I am?

CONVENTIONS Did I begin my sentences in different ways?

Are there sentences that should be combined?

Figure 2.4



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Defining Revising and EditingUnderstanding the Editing P rocess

HOW ISTHEEDITINGPROCESSDIFFERENTFROM REVISION?

Revising involves enhancing a central theme, expanding or clarifying ideas, deletingirrelevant information, repositioning sections for clearer meaning, gaining a clearersense of audience, and more. It is making structural changes to the writing with thegoal of increased meaning. Many times revision radically changes the draft toeliminate confusion in the writing.

Whereas revising may make drastic changes, editing involves cleaning up andpolishing the writing. Revising deals with the overall concepts while editing refines

the details. During editing, the focus changes to making sure the conventions oflanguage are used accurately, such as spelling, capitalization, punctuation, grammar,and usage, and reevaluating sentence structure and word choice. Editing, in short,is touching up; revision is rethinking the whole project (Spandel, 2001, p. 138).

Neither the revising nor the editing process should be used with every piece ofwriting. There is some writing that may never be revised: freewriting, journal writing,and drafts that are discarded when the writer determines the best revision strategy isto begin anew, etc. Similarly, not all writing should proceed through the editingprocess. Sometimes in classrooms, the editing process is forced because a goal hasbeen established to take all drafts through the entire writing process, ending with apublished work to be shared with others. In these classrooms, publishing, not thewriting or the writer, is driving the writing process. It is a mistake to insist thateverything be revised and edited, and it is certainly a mistake to insist that all writingbe published. The publishing schedule should be determined by evaluating effectiveuse of classroom time and the students desire to publish.

Editing, like revision, can best be taught by modeling the procedures. Studentsshould practice editing strategies in their own writing and in the work of their peersduring conferencing. It is easier for students to find errors in the work of others, soconferencing with peers is an important part of the editing process. Peer conferences

will be highlighted later in this manual.

Because editing is a skill that requires the writer to delve deeply into the details ofthe writing, students sometimes become overwhelmed by the number of conventionsto consider during this process. To scaffold the editing process for students, skillstargeted during instruction and practice can address a limited number of conventions.Students also should use a different color to edit the text and employ a limitednumber of proofreading marks to make the edited text clearer.


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Defining Revising and EditingUnderstanding the Editing P rocess

Sentence Structure:

Every sentence is a complete

sentence.There are not any run-on sentences.

Date:_____

Grammar:

The correct homophone has beenused (there, theyre, their).

Date:_____

Punctuation:

Every sentence has a period,

question mark, or exclamation pointat the end.

All contractions have an apostrophe.

Date:_____

Capitalization:

The first word of the sentence is a

capital letter.

Names of people are capital letters.

Date:_____

Spelling:

The word wall was used to findmisspelled words.

Date:_____

Sentence Structure:

Every sentence is a complete

sentence.There are not any run-on sentences.

Date:_____

Grammar:

The correct homophone has beenused (there, theyre, their).

Date:_____

Punctuation:

Every sentence has a period,

question mark, or exclamation pointat the end.

All contractions have an apostrophe.

Date:_____

Capitalization:

The first word of the sentence is a

capital letter.

Names of people are capital letters.

Date:_____

Spelling:

The word wall was used to findmisspelled words.

Date:_____

Students can use self-editing checklists to become more accustomed to rereading theirwork with editing in mind, and as an opportunity to check what they know aboutwriting conventions. A sample Self-Editing Checklist, found in Appendices E and F(English and Spanish), can be customized to help students address specific skills thathave been taught and practiced at the time the checklist is used. Figure 2.10 is apossible customized checklist for elementary students, and Figure 2.11 is a possiblechecklist for secondary students. In each scenario, the teacher has customized thechecklist to reflect the skills students should be held accountable for at this time. Thistype of checklist allows the teacher to align what is being evaluated with what is beingtaught.

Figure 2.10

Figure 2.11

Sentence Structure:Reworked sentence fragments, run-

on sentences, or awkward sentences.

Included sentences with various

beginnings and of different lengths.

Date:_____

Grammar:

Checked for correct verb form,

subject-verb agreement, correct usage

of pronouns, adverbs, adjectives, and

homophones.

Date:_____

Punctuation:

Checked for end punctuation marks;

comma, colon, semi-colon usage; and

correct punctuation for dialogue.

Date:_____

Capita l izat ion:

Confirmed that beginnings of

sentences and proper nouns are

capitalized.

Identified words that should not becapitalized.

Date:_____

Spell ing:

Used the dictionary to correct

misspelled words.

Date:_____

Sentence Structure:Reworked sentence fragments, run-

on sentences, or awkward sentences.

Included sentences with various

beginnings and of different lengths.

Date:_____

Grammar:

Checked for correct verb form,

subject-verb agreement, correct usage

of pronouns, adverbs, adjectives, and

homophones.

Date:_____

Punctuation:

Checked for end punctuation marks;

comma, colon, semi-colon usage; and

correct punctuation for dialogue.

Date:_____

Capita l izat ion:

Confirmed that beginnings of

sentences and proper nouns are

capitalized.

Identified words that should not becapitalized.

Date:_____

Spell ing:

Used the dictionary to correct

misspelled words.

Date:_____


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Defining Revising and EditingUsing the Sample Revising and Editing Passages

WHATISTHEBESTUSEOFTHESAMPLEREVISINGANDEDITINGPASSAGES?

For the Texas Assessment of Knowledge and Skills (TAKS) Writing Assessment,revising and editing is assessed within the context of peer editing. Students readpassages designed to resemble student writing and complete revising and editingmultiple-choice items for the passages read. Multiple-choice items require students toindicate how a particular sentence might be corrected or improved, how theorganization or development of a paragraph might be enhanced, or how agrammatical error might be eliminated. For the grades 4, 7, 10, and 11 assessments,the items represent expertise that should be appropriate to the grade level. The skills

are not tested individually but in combination, as they would be in an authenticrevising and editing process that students use.

The objective of this assessment format is to simulate what students frequently do inclass when they read one anothers writing to check for problems with organization,sentence fragments, punctuation and spelling errors, etc. Peer-editing activities arean integral part of effective classroom writing instruction and practice. Peerconferencing and the benefits of using this process for peer revising and editing willbe discussed later in this manual.

Revising and editing passages that mirror the TAKS format are included in theAppendices. The length of the passages and the types of multiple-choice items aredesigned to correspond to the assessments at grades 4, 7, 10, and 11 Exit. Becausewriting must be taught at every grade level and not only at tested grade levels,revising and editing passages are included in English for grades 3-11 and Spanish forgrades 3-4 (students cannot take the writing assessment in Spanish beyond grade 4).

Appropriate increases in the difficulty of the passages and multiple-choice items havebeen designed for each grade level.

While it is important for students to become aware of this assessment format, it iscritical that revising and editing are not taught only through multiple-choice items

relating to writing passages. Study after study show that teaching and practicingrevision and editing skills have the most impact upon student achievement when theyare done within the context of actual student involvement in the writing process.Writing experts agree that revising for clarity and meaning, and editing forconventions must be taught across grade levels with repeated exposure. However,these processes should be taught within the context of actual writing, and not with asole exposure to multiple-choice items. Lessons that focus on revising and editing areincluded in this manual to help educators teach these processes.


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Peer ConferencingEffective Peer Conferencing

WHATISTHEVALUEOFPEERCONFERENCINGDURINGTHEWRITINGPROCESS?

Writing conferences are an integral part of each stage of the writing process,especially revision and editing. Writers can move forward at a faster pace when theyshare their work with others who can help them clarify the broad concepts, such asthe central point of the writing or the depth of ideas; correct the conventions, suchas spelling, capitalization, and punctuation; and strengthen sentence structure andimprove word choice. There are generally two types of writing conferences: student-to-teacher, discussed in Book Two of this writing series, and student-to-student (or

peer). In both conference formats, sharing the piece with an audience allows thestudent to see the work from a new perspective, a necessary component for qualitywriting.

Conferencing may be the strongest scaffold for developing writers. Research showsthat novice writers often follow conference revision suggestions because thefeedback provides a specific direction for change. However, the more advancedwriter sometimes may not follow conference revision proposals, and instead may beactively involved in self-initiated revision throughout the entire writing process(Fitzgerald & Stamm, as cited in Flood, et al., 2003).

Feedback strengthens all learning situations; indeed feedback is like a box ofWheaties (Fogarty & Pete, 2004, p. 120). Since conferencing is focused on feedback,the value of peer writing conferences cannot be overrated. Peer groups areextremely effective as a part of the writing process, provided that students havereceived instruction on the responsibilities and expectations for both the writer andthe reader involved in the conference.

HOW CANPEERCONFERENCESBEMOSTEFFECTIVE?

Peer writing conferences are most effective when the teacher has given consideration

to several important features of the conferencing process.

Student Groups for Conferencing

The Time and Place for Conferences

The Conference Purpose

The Structure of the Conference

Forms of Feedback

120-teaching writing book 3

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