what’s next? revising vs. editing. editing: focuses on “scratching out and doing over again”...

What’s Next?

Revising vs. Editing

Revising vs. Editing

• Editing: Focuses on “scratching out and doing over again” or “redoing some words.”

• Revision: “re-evaluating” the concepts of the paper. The use of information, the arrangement of arguments and the development and significance of ideas (Sommers).

• Revision, as both a reading activity and a writing activity, is based on an assessment of how well the writing has communicated the writer’s intentions, the argument or ideas of the text.

Revision vs. Editing

• Revision, as both a reading activity and a writing activity, is based on an assessment of how well the writing has communicated the writer’s intentions, the argument or ideas of the text.

• Revising requires writers to address issues of content and structure before sentence level issues.

Beginning

• Short pieces like resumes, letters of introductions and college application essays rely heavily on opening expression.

• The lead or opening paragraph is generally the most important. It is here that you grab the reader's attention or lose it. This paragraph becomes the framework for the rest of the statement (OWL).

How introductions invite the reader to get to know them.

• Readers need textual information to understand how writers want readers to see them.

• The kind of information and the way they present that information is critical to the development of the readers desire to read the rest of the writing.

• Showing, telling and the combination of both.

• Remember, the audience doesn’t know you. Therefore, students need to evaluate how well their writing is helping the reader understand their potential as a student or as a worker.

How effective is the introduction in distinguishing the student’s writing from the rest.

• Opening lines, images, phrases, breif anecdotes, or other carefully crafted opening moves stand as a gateway to the rest of the writing. Your opening will set the stage for the rest of the writing.

OPENING SENTENCE

“When I was in the eighth grade I couldn’t read.”

Generate as many questions as possible about the claim. All questions, even the most obvious, can be useful.

1.2.3.4.5.6.7.8.

Writer’s Purpose

• Depending on the writer’s purpose, it may be that the opener establishes a conflict the writer is pointing to as a springboard into a description of his or her personal strengths – persistence, flexibility, responsibility.

Calling for Answers

• Every time we make a claim (when I was in the eighth grade I couldn’t read) we raise questions that call for answers.

• Individual sentences, words, or chunks of writing, causes readers to ask questions. These questions establish a connection between the writer and the reader.

• In revision, writers benefit from understanding the questions raised by their writing.

• This allows writers to understand the expectations readers develop in response to the writer’s claim.

Revising Rhetorically

• Today, you will begin working quietly in class developing your free write(s) into structurally sound essay(s).

• Tonight, take the first of your two responses from the UC writing prompts and develop a 500 word essay with a beginning, middle and end.

Revising Rhetorically• Beginning:– Create an opening that…

• Invites the reader to get to know you.• sets your paper apart from the rest of the applicants.• Causes the reader to ask questions which, as a result,

establishes a connection between you and the reader.• Middle-– Provide…

• Concrete detail, explanations, answer questions that may be asked from the reader in the introduction. Use a narrative to help explain. Tell/show the reader how “your world” shaped you.

Revising Rhetorically

• Conclusion – Should re-affirm the validity of your essay’s theme. Be original. You should be able to take your conclusion and tack it on to any essay.

• http://owl.english.purdue.edu/owl/resource/642/01/