Supporting Student Writing Through the Revising and Editing - PowerPoint Presentation

Slide1

Supporting Student Writing Through the Revising and Editing Processes

Professional Development

Literacy Design CollaborativeSlide2

Workshop Objectives

Review the LDC framework and explain how editing and revising are essential skills in the writing process.

Present the best practices for teaching

editing and revising

Support LDC mini task development for editing and revising based on exemplarsDescribe strategies for effective peer revision and editingSlide3

The Writing Process

Perry, Angela, 2009. Writing Matters in Every Classroom.

Prewriting: Thinking, gathering and organizing ideas and information

Drafting: Writing the first version

Revising: Reviewing for content, organization, style

Editing:

Checking for accuracy on conventions of language and form

Publishing: Writing is read by the intended audienceSlide4

Teaching the Writing Process Through LDC ModulesSlide5

LDC and the Writing Process

The LDC framework consists of four sections: What task?

What skills?

What instruction?

What results?This program is designed to address two writing skill areas: editing and revising, and instructional plans for teaching these skills in mini tasks.Slide6

The LDC Framework

The LDC Framework is based on a

standards-based teaching and learning cycle

that “begins with the end in mind”

Students are provided a writing rubric that guides their self evaluation of progress on the writing RESULTS that are expected from the teaching taskSlide7

LDC Module System

Slide8

What Instruction?

The skills of revising and editing are essential to the writing process; therefore, the teacher will determine whether students are already competent with these skills independently, or if they

need to be taught the skills

in order to complete the task.

If the skills need to be reviewed or taught, a mini task will be created to teach and practice the skill.Slide9

A Definition for Revising

Revising: The act of correcting, improving, or bringing up to date as necessary.

“

The writing that occurs during the revision makes a mediocre paper a good paper. Revision adds variety, emphasis, coherence, transition, and detail. Revision eliminates wordiness, irrelevancies, and inconsistencies. Revision polices, hones and perfects.”

Definition and quote from: Webster’s New World Student Writing Handbook (Prentice-Hall, 1992)Slide10

LDC Revision Definition and Mini Task

REVISION:

Ability

to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.Slide11

Mini Task for Revision

(from published module)

Product

: Long Constructed Response

Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include.

Scoring Guide: work meets expectations if:

• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.• Improves earlier edition.

Teaching Strategies:

• Sample useful feedback that balances support for strengths and clarity about weaknesses.

• Assign students to provide each other with feedback on those issues.

Duration:

One class periodSlide12

Defining Editing

Editing: This is the process of checking that the conventions

are used correctly: including, capitals, punctuation, titles, etc.

Editing also looks for correct use of

standard English, such as, agreement of subject and verb, regular/irregular verbs, homonyms, verb tense, elimination of slang, modifiers, etc.Slide13

Mini Task on Editing

EDITING: Ability to proofread and format a piece to make it more effective

. (Mini task is taken from a published module)

Product: Long Constructed ResponseRevise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.

Scoring Guide: work meets expectations if:

Provides draft free from distracting surface errors. Uses format that supports purpose.Teaching Strategies:

Briefly review selected skills that many students need to improve.

Teach a short list of proofreading marks.

Assign students to proofread each other’s texts a second time.Slide14

Encourage the Revision Process

“We should applaud and support our students’ efforts in revising their work.” (Perry, 2009)

“Revision takes courage. It is easy to edit and proofread your work and turn it in. It’s not so easy to improve the content of your writing-the thoughts, feelings, and details that carry your message-before submitting it. Revision is the important process of making changes in your writing until it says exactly what you want it to say.”

(

Sebranek, Meyer, Kemper, 1997)Slide15

Teaching the Skill of Revising

There are several excellent strategies for teaching students to have the patience and perseverance to revise their work

One of the most difficult tasks is to cut out or rewrite over-written or confusing sections

F. Scott Fitzgerald’s editor advised him that:

“Killing off the darlings” is pain staking for even the most celebrated writers.Slide16

Teaching Revising: Modeling

Provide students exemplars of drafts and model a revision process

with the whole class or small group with visuals

Focus on areas such as organization, content, adding details and “

killing off the darlings”. Invite students to comment on the piece and “think aloud”Emphasize that this is the process used by published authors during the draft to revision stage of the writing process, prior to editingSlide17

Teaching Revising: Self ReflectionSlide18

Student Self-Monitoring and Editing

“Student feedback in the form of self evaluation has been strongly recommended by Grant Wiggins (1993).”

(Bob

Marzano

. Classroom Instruction that Works, 2001, p. 99)Feedback must be criterion-referenced (specific to a skill) to be effective

Rubrics can provide blueprints for self monitoring by outlining clear expectationsSlide19

Self Reflection and Revision

(Adapted from Perry, Angela. 2009. Writing Matters.)

Provide students time to review their own writing and provide them with a checklist or protocol to follow that asks them to respond to prompts, such as:

the message is understandable,

the details support the message,

the writing is interesting,

verbs are mostly active.Slide20

Changes

You Made1. Does the introduction grab the reader’s attention, include background information, and provide a clear opinion statement?

______

Put a check mark

by sentences that get the reader interested.______ Put a star by any background information.______

Underline

the opinion statement.

2. Are at least three reasons provided? Do the reasons contain logical, emotional, and ethical appeals?______ Highlight

each reason.

______

Draw a box

around the part that indicates a logical, emotional, or ethic appeal

.

Use the rubric in this chart to help you improve your persuasive essay

.

Revising

: Improve Your Persuasive

EssaySlide21

3. Is each reason supported by at least two pieces of relevant evidence?

______ Circle each piece of evidence.

______

Draw an arrow

from each item to the reason it supports.4. Are the reasons organized effectively?______ Number reasons in the order of their importance. If the order seems illogical or ineffective, revise.

5. Is the opinion restated in the conclusion? Is a call to action included?

______

Underline the sentence that restates the opinion.

______

Put a check

mark next to sentences that make a call to action.

6. Are active-voice sentences included?

______

Put a minus sign

above each subject that does not perform the action of the verb in its sentence.

Revising: Improve Your Persuasive Essay

(Continued

)Slide22

Teacher and Student ConferencingSlide23

Teacher and Student Conferences

Research from Marzano

and Hattie emphasize the importance of timely feedback for students

Conferencing with students individually or in small groups is one of the most effective strategies for teaching students the skill of revision

There are numerous protocols available for student/teacher conferencing in books and websites referenced in the resources slideSlide24

Teacher and Student Conferencing

Provide students with information that is specific and gives them clear expectations for improvement

Assist them in setting goals using the rubric

An effective strategy for young and unconfident writers is to limit feedback to one strength and one recommendation or next step in the revision processSlide25

Assignments Matter: Making the Connections That Help Students Meet

Standards

by Eleanor DoughertySlide26

Eleanor Dougherty on Rubrics(

Assignments Matter, p. 58)

“

Students and teachers can use a rubric throughout the production process—teachers teach the demands and qualities embedded in the rubric, and students follow the rubric almost like a recipe to produce their products. Rubrics provide a kind of advance organizer for students, giving them the guidance they need to perform to expectations.”Slide27

LDC Writing Rubrics Provide a Blueprint for the Writing Process

Brief history of how rubrics were designed for LDC: the rubrics were constructed by teachers and vetted by universities and writing experts across the country

Rubrics represent the three modes of writing: narrative, informational/expository and persuasiveSlide28

Using Rubrics for Effective F

eedbackRubrics are explicit with criterion targets for performance, therefore they can be used by teachers, students and peers as a guide for feedback

For teachers, rubrics provide a guide for small group and individualized support based on the levels of performance indicated on the first draft

For example, if five students are “2” on organization, then a focused lesson for that group is indicatedSlide29

Using Rubrics for Effective F

eedback

Student self-assessment using analytic rubrics:

Students can annotate rubrics with their personal strategies in order to monitor and regulate their work on assignments

For example, if a student has a goal to use more powerful words, then he may want to revise an assignment based on looking in the thesaurus for more precise word choicesSlide30

Strategies

for Effective Peer Revision

and

EditingSlide31

Peer Feedback

Peer feedback and peer assessment of work can be valuable and productive, if students are taught a process and have an opportunity to role play peer assessment

before they are given the task.Slide32

Peer Revision Conferences

In order for this strategy to be successful, teachers need to provide students with specific training and a process to follow during the peer conference.

Students need to follow a guideline that includes:

compliments on the writing,

questions on content, suggestions and feedback from the writer. Slide33

Ground Rules for Peer Assessment(

Brookhart, Susan. 2008. How to Give Effective Feedback to Your Students.)

Read your peer’s work carefully

Capture the work with the rubric

Talk about the work, not the person

Don’t judge; rather, describe what you think is good about the work and what is missing or could be better

Make specific suggestions

Tell what you think, and then ask what the author thinksSlide34

Guidelines for Receiving

Peer AssessmentListen to your peer’s comments and take time to think about them before you respond

Compare your peer’s comments to the rubrics, and decide what comments you will use in your revisions

Thank your peer for the feedback

Brookhart, S. 2013. How to Create and Use Rubrics

, p.105Slide35

Peer Assessment on the Teaching

Channel www.teachingchannel.org

Self-Assessment

and Peer

Support Lesson Objective:Students assess their own work and then partner up for peer teaching (4 min)Questions to

Consider:

What

does peer support offer for efficient re-teaching? What different and useful information could you learn from students' self-assessment as compared to your own assessment of their work?Slide36

ReadWriteThink

For additional resource materials and to view Promoting Student Self-Assessment

click on the link

below:

http://www.readwritethink.org/professional-development/strategy-guides/promoting-student-self-assessment-30102.htmlSlide37

LDC Mini Tasks on Revising and Editing

LDC has hard-wired mini tasks on revising and editing into the writing cluster on module creator

www.modulecreator.com

There are now scores of exemplars of creative and effective instructional strategies for teaching these skills in published modules on module creator Slide38

Resources

Brookhart, Susan M. 2013. How to Create and Use Rubrics

. Alexandria, VA : ASCD.

Brookhart

, Susan M. 2008. How to Give Effective Feedback to Your Students. Alexandria, VA : ASCD.Dougherty, Eleanor. 2012. Assignments Matter. Alexandria, VA :

ASCD.

Hattie, John. 2012.

Visible Learning for Teachers. New York, NY: Routledge.Marzano

, Pickering, Pollock.2001. Classroom Instruction That Works.

Alexandria, VA : ASCD.

Perry, Angela. 2009.

Writing Matters in Every Classroom.

Englewood, CO: Lead and Learn Press.