CHAPTER 4 STRATEGY FOUREDITING AND REVISING INDEPENDENTLY: USING A CONSISTENT DEVELOPMENTALPOLICY IN EVERY K-12 CLASSROOM
• In order for students to be able to improve the quality of their work, they have to learn to make their own shots.• Practice depends on the concept of revision.• The teacher needs to become a genuine coach, a coach who gives feedback and has the learner make the improvements, and accepts that these improvements will be gradual.
The focus should be on teaching editing and revising in every class with specific , selective, and publicly shared developmental strategies.Students need the collective help of all their teachers in building their language skills.Students need to be taught how to listen, read, edit and revise.
EDITING AND REVISING Revising editing that involves writing something again To see again and to give power and clarity to expression. REWRITING
EXAMPLES OF REVISION changing a whole paragraph from passive to active reorganizing to provide a single, clear, over-arching structure to your paper refining a thesis statement and supplying new evidence to support it introducing opposing evidence (by citing authors who make points that challenge yours)
...and by refuting that evidence (by citing additional evidence that answers the challenges) deleting paragraphs that do nothing to advance your argument, and replacing them with additional paragraphs (supported with evidence) to fill the space in a technical paper, offering a troubleshooting guide, or writing a new "experts" and/or "beginners" section to address the needs of that specific group.
Editing involves reviewing text written on a technical topic, and identifying errors (grammar, punctuation and use of words) related to the use of language in general or adherence to a specific style guide. To refine and clarify so that others can make meaning from our communication.
EXAMPLES OF EDITING: deleting needless words correcting spelling or awkward phrasing changing, standardizing punctuation moving sentences or paragraphs adding or improving a transition converting a paragraph to a bulleted list (and vice-versa)
Students need to genuinely understand the logic and purpose of grammar.Grammar is “covered”; it is not learned.
The following outline establishes appropriate expectations for the development of students’ editing and revision skills according to their developmental level. The goal is that each student will eventually learn to work independently on the designated editing and revision tasks at each of these levels:
ALL STUDENTS IN GRADES K-2 WORK INDEPENDENTLY TO Edit for End punctuation (period, question mark, exclamation point) Exclamation point (!) suggests excitement or emphasis in a sentence. Ex. I can’t believe how difficult the exam was!
Question mark (?) suggests aninterrogatory remark or inquiry.Ex. What has the humanity done about the growing concern of global warming?Period (.) denotes a full stop at the end of the sentence.Ex. The accessibility of the computer has increased tremendously over the past several years.
Capitals at the beginning of each sentenceEx. The students have very little free time because of heir exams.Capitals in proper namesEx. Dorothy and her family went to Egypt.Complete sentences by reading aloud
Revise for Replacing one word with a better word Ex. Drink your medicine. Take your medicine.
K-3 WORK INDEPENDENTLYTOEdit for End punctuation Internal punctuation for commas We use comma(s) when: denoting an appositive Ex. Bill Gates, CEO of Microsoft, is the developer of the operating systems known as Windows.
denoting a seriesEx. The fruit basket contained apples, bananas, and oranges. your subject has three or more adjectives describing it.Ex. A deep, powerful, resonating sound caught our attention.
Capitalization First word of every sentence Proper namesSubject/verb agreement The train arrives at noon. The trains arrive at noon.Proper tenseFuzzy spelling bourgeoisie
Revise for Embellished adjectives Variation in sentence length Paragraph formation Engaging openings
8 WORK INDEPENDENTLY INALL SUBJECTS TO• Edit for – End punctuation – Internal punctuation (comma, semicolon, colon, quotation marks) Semicolon (;) is used to Separate 2 related but independent clauses Ex. People continue to worry about the future; our future to conserve resources .
Separate a complex series of items, especially those that contain commas.Ex. I went to the show with Jake, my close friend, his friend, Jane, and her best friend, Jenna.I went to the show with Jake, my close friend; his friend, Jane; and her best friend, Jenna.
Colon (:) is used to: To introduce a list Ex. The professor has given me three options: to retake the exam, to accept the extra credit assignment or to fail the class. Quotation marks (“) -double quotation mark (“) encloses a direct quotation, whether made by a person or taken from a piece of literature Ex. “I can’t wait to see him perform!” John exclaimed.
-single quotation mark or apostrophe (‘)has a variety of uses. Indicates possession Ex. The hamster’s water tube needs to be refilled. In the pet store, the hamsters’ bedding needed to be changed. Combines to works to form contractions it is- it’s you are- you’re they have- they’ve do not- don’t Within a regular quotation to indicate a quotation within a quotation Ex. Ali said, “ Anna told me, ‘I will not lose.’ ”
– All capitalization The first word of every sentence The first-person singular pronoun, I Proper nouns– Complete sentences– Subject-verb agreement– Proper tense
- Run-on sentences and sentence fragmentFragments- are groups of words which do not form a sentence. They may have a subject but do not have a verb, or if with a verb, they have no subject.Ex. The problems in isolated barrios Are waiting to be heard
Run-on sentence- a sentence in which two or more independent clauses (i.e., complete sentences) are joined without appropriate punctuation or conjunctionEx. The boy showed us his tickets someone gave them to him.
Revise for Precise and rich vocabulary with a focus on including adjectives and adverbs, more engaging action verbs, and more precise nouns Sentence variety Paragraph formation
ALL STUDENTS IN GRADES 9-12WORK INDEPENDENTLY IN EACHCLASS TO Edit for End punctuation Internal punctuation (comma, semicolon, colon, quotation marks) All capitalization Complete sentences Run-on sentences and sentence fragments Subject-verb agreement Proper tense
• Revise for – Precise and rich vocabulary with a focus on including adjectives and adverb, more engaging action verbs, and more precise nouns – Sentence variety – Paragraph formation – Smooth transitions – Expansive openings – Including concessions in arguments – Appropriate voice – Expanded range in genre choices
There is a direct link between writing, and the other language capacities of speaking, listening and reading Amy Benjamin, Writing in the Content Areas (2005)
THANK YOU FOR LISTENING!Reported by: Alyssa Denise A. Valino BSED 3