Revising Teacher Resources

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Students revise pieces of writing to further explore their intended audience and expand their details. In this revision lesson plan, students learn the difference between revising and editing.
Revising, as opposed to editing, is the focus of a presentation that details this essential part of the writing process. The author of this PowerPoint suggests outlining the draft to determine if all the necessary elements are included and if these elements are presented in a logical fashion. The text-heavy presentation would be appropriate for high school and college level writers.
Continue work on the two-piece poem that compares two characters from Esperanza Rising. Give class members a few minutes to finish their drafts. After they have a complete product, model how to critique and edit the poems with one group. Pupils will learn and use the praise-question-suggest protocol to provide specific feedback, and then revise. Refer to lesson 13 of this series for setup and instructions for the two-voice poem. The lesson also scales back on some of the scaffolding. Less time is spent discussing the text than in previous lessons; however, the reduction in scaffolding feels natural and will be a nice break for learners.
Immigration and citizenship is a hot topic in today's society. Engage in a spirited and educated debate with your class on these topics through an essential question: Does the Fourteenth Amendment need revision? Your critical thinkers will review key arguments in US history by reading opinions in primary source materials and listening to the ideas of their classmates, and then formulate their own informed opinion on the matter through both discussion and a final writing assessment.  
Strategies to teach and motivate your students to revise their writing.
Revision is an important part of the writing process. Focus on revising topic sentences and details with the plan described here. This is part of a unit, so pupils have already filled out a graphic organizer about traveling libraries that is part of a bookmark project. The activity lays out a plan for modeling and revision that asks writers to put their outlines into paragraph form as they improve their writing. This is a strategy that could be used outside of this unit.
It's important that writers leave their readers with a strong and satisfying conclusion. Help your young writers develop the skills to compose a concluding sentence with the steps outlined here. After class members have had a chance to revise their final statements, provide some time for revision of details. Part of a unit, this plan is a continuation of several days of writing and revising. After reading about traveling libraries, pupils have been asked to write an informational paragraph as part of a project. Try the lesson out on its own or as part of the suggested unit.
While this is considered optional within the unit it is designed for, pupils would benefit from the listed activities. Working on writing and revising a paragraph about librarians who travel to isolated areas, class members can add some interest to the beginning of their work. Read and analyze a few hooks before asking learners to write their own. After composition, writers can share with a partner and determine why their hooks are captivating.
Googledocs have become a standard form of communication through word processing. In this lesson, explore the use the feature "track changes" in Microsoft Word in order to revise paragraphs in pieces of writing. Pupils look for ways to improve word choice, organization, and logic in the writing. Many excellent worksheets and documents are embedded in this impressive plan.
All good writers have to revise their work. This lesson provides a motivating way to learn about the revision process, and shine a spotlight on their own stories. Even though the main focus involves using VoiceThread for revision, a teacher could use another type of online program to achieve the same goal.
Students are able to evaluate their peers' essays to determine clarity, completeness, and persuasiveness. They are able to revise their own essays for greater clarity and fluency, adding explanation where needed and cutting extraneous information where appropriate.
Junior high writers investigate other student’s sample writing and critique on how it could be improved. Skill emphasis is place on elaboration, voice, and sentence variety. The student writing is provided, but the checklist for revision is not. 
Essay drafts always have room for improvement. Show your pupils the holes in their essays by presenting the video (or matching slide show), or using the technique presented here as a model for your own teaching. In order to improve her argument, the narrator highlights the main points in one of her topic sentences, each point in a different color, and then highlights the corresponding evidence for each main point. She finds places to add evidence, and models how to revise. An excellent demonstration of how to strengthen an argumentative essay.
Third graders answer a set of questions to help them write their biographies. Using a worksheet, they write a first draft, edit and revise and write a final draft about themselves. They share their information with the class and combine all their classmate's pages into a book for all to see.
Poetry can be a powerful, visual experience when authors use details that fully depict the scene. Show your class how to modify their drafts to include more effective details with the video or slides included here. The narrator starts out by reviewing the prompt that the lesson is based on (a poetry response to Emily Dickinson's poem "The Wind's Visit"). Then, she takes a close look at details in her own draft that she feels are not descriptive enough and models how to revise. The process could be used for many different assignments. Listen beforehand to determine if the narrator's voice will command the attention of your class.
I wrote my essay, and I included evidence. Therefore, my essay is done! Right? Not necessarily. Writers almost always revise, and for good reason. Even if your charges have all included evidence; Is it clear and fully explained? Have them go through their work to identify weak points that could be fleshed out with additional evidence. Pupils can first view this video to see how an expert goes through this process. The sample is clear and provides a strong model that emphasizes using outside sources to support an idea. A presentation with extension ideas and commentary from the narrator of the video are also included.
Tackle the revision of evidence by showing your pupils how to organize it in the most effective and efficient way. Screen the video, use the provided presentation, or use these as models for your own instruction on organization of evidence. The video demonstrates why the most direct method is the most effective with a sample set of evidence. Learners can follow along and then reorganize their own previously-written essays or outlines. In order to master this skill, pupils will need more practice. Take a look at the extension activities available in the presentation.
This video, which focuses on revision, is intended to be used or shown after argumentative essays have already been written. Pupils need to understand the purpose of an argumentative essay in order to compose strong, targeted work. The video points out that learners need to know who they are convincing so that they don't miss the target audience. It also demonstrates how to edit an essay so that it addresses a specific audience. Show the video or simply use the presented strategy to improve class writing. Check out the slides and coach's commentary for additional ideas and materials.
Editors discover how to use highlighters and sticky notes in the revision process and complete the process by conducting a self-assessment. Although this resource focuses on peer preview, the suggestions for teacher response are particularly valuable. 
How can you help your class improve their writing? Start by showing a student example on the overhead. Read through the paragraph in a think-aloud format, commenting on areas that need improvement. Then, as a class, work together to make these corrections. Model several different revision techniques, if possible. 

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