Before we begin the discussion of \u00a0revision techniques, I wanted to remind you to do something before you begin. \u00a0Get to know your students and their strengths and weaknesses in writing. \u00a0This way, you can identify “experts” before pairing up students or before placing them in triads . \u00a0I recommend placing two or three students together and having them have a specific focus for revision. \u00a0For instance, one might read both or all three papers, depending on your set-up, for just one skill. One might check all the papers for introductions, another might read for overused vocabulary (those dead words), while the other suggests revision for sentence structure. It all depends upon what your instructions lead them to do. \u00a0PLEASE do not give the students a checklist of 15 things \u00a0and tell them to go revise their papers without guidance. \u00a0They have to be given opportunities to practice the strategies before using them. Do not overwhelm them or they will give up.<\/p>\n
We are all different \u00a0so there is not a “one size fits all” way to accomplish the huge revision task; however, there are strategies that may make your teaching world a bit less hectic if you really give them a try. \u00a0Over 25 years ago, our school participated , probably for the first time, in professional development (staff development at that time) in writing instruction. \u00a0 That first year, we worked with a gentleman who was developing a writing program, we attended workshops in Atlanta to help us better evaluate student writing, and we worked with Dr. Spilton, an educator in GA, who had much success with her strategies. \u00a0Since then, I have continued to use some of what I learned back then, as well as develop what works best for me based on the research and my students’ writing growth. \u00a0An idea from Dr. Spilton that I have modified to fit my needs is “Cleaning up the “M-E-S-S ” during revision. \u00a0Though there are many revision techniques out there for educators, this has proven the most helpful to me over the years. \u00a0Like I said, I have modified it, but the heart of it still lives.<\/p>\n
M-E-S-S is an acronym for movability, expansion, sentence-combining, and slotting. Each of these techniques should be taught well before expecting students to benefit from them. Let’s start with movability. What is it and how is it used when revising student work?<\/p>\n
Until next time, take every chance you get to help your students become better writers!!<\/p>\n","protected":false},"excerpt":{"rendered":"
Before we begin the discussion of \u00a0revision techniques, I wanted to remind you to do something before you begin. \u00a0Get to know your students and their strengths and weaknesses in writing. \u00a0This way, you can identify “experts” before pairing up … Continue reading