The Writing Process: Editing and Revising

Objective: To work in learning centers to revise and edit constructed response.

The Writing Process: Revising and Editing

CCCS Addressed:

W.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Overall Purpose:

Today I will...

So I can...

I know I have it when...

As part of the overall writing process, the goal of revising and editing is to improve our writing.

We want to make our writing better through additions, deletions and corrections.

What's the difference?

How does it help?

Trade 6: Word Choice

Editing

Look for repeated words, weak words, and words used incorrectly. Put a box around each word, then write the words in the appropriate boxes. Write your name on the line indicated.

Incorrect Usage:

Weak words:

• Couldn't/Wouldn't of ("have")
• Which and That
• "Gotta"
• On accident and By accident
• Good and Well
• Kinda/Sorta - Kind of and sort of (both weak phrases, but if you must...)

• NO FIRST PERSON
• "Things" OR "stuff" - be specific
• "This shows that" - NO!
• "On page __, it states..." - NO!
• "Very"
• "Lots"
• "Almost"
• tell, said

November 26th

Do Now:

Trade 5: Development

Trade 7: Anything left?

Read for ANY OTHER errors. If you see something missed in another trade, mark it the way it should have been marked. Make notes directly on the essay then write your name on the line.

Some things to look for:

Read for development. Find any places that need more detail or description. In the box, write the PARAGRAPH number and then explain where they should add more detail or description.

Some things that we want to do while editing are:

* Check and correct our spelling.

Apply past, present and future tenses correctly. Don't switch between tenses haphazardly.

* Check and correct grammar; make sure we used the right words.

* Correct punctuation.

• Capitalization - Proper nouns, Beginning of each sentence
• Punctuation - incorrect use or overuse (!)
• Use of slang, text, or other informal language
• Does the author use proper MLA formatting for citations and heading?

• (Paragraph 2) You include good textual evidence with the quote you used, but you did not clearly explain how that quote supports your answer. Make sure you are clear and specific in your explanations.

Homework:

Exit Ticket:

Remember Formal Writing Rules and 6+1 Writing Traits

Summative Assessment

Constructed Response

Round "Circle" Peer Editing

Complete the rubric and hand in rough draft with revision cover sheet and rubric.

Final copies should already be submitted to:

tokun@longbranch.k12.nj.us

Membean

on Teacher Page

Take a pen or pencil from the basket on the table if needed and complete the following on your rough draft.

• Underline your claims or topic sentences. Put a box around TAG (It should only appear in your topic sentence of your 1st paragraph). Put a check next to the restatement of prompt question. Put a check next to response. If you can't find them in your first sentences, write "revise claim" in the margin.
• Put [brackets] around each of your explanations. If you can't find them, write "need better explanation" in the margin.
• Put a *star next to your evidence. If it is missing or unclear, write "needs better evidence" in the margin.
• Circle your concluding sentences.

Spelling

We will be editing and revising each other's papers by passing them around the circle for a specific amount of time during each "trade" looking for specific mistakes during that time.

"Don't Switch!"

Use a Checklist!

To, Too, and Two

Your and You're

There, Their and They're

Then, Than

Spell check is not perfect. It will not be able to understand the differences between these words. It is you who must understand how to apply each spelling correctly.

Keep verb tense consistent.

Instead of this:

The kids never wanted to leave home, but they move out of their house anyway.

Change to this:

The kids never wanted to leave home, but they moved out of their house anyway.

Procedures and Expectations:

Trade 4: Clarity

Trade 1: Fragments

Read for clarity. Find anything that is confusing: wording, ideas, transitions, etc. In the box, write the PARAGRAPH number from the place and explain the problem, along with a possible solution.

Look for fragments in the paper. Write "fragment" by each one, but don't fix it! Write the total number of fragments you found in the box and write your name.

• Look at the Cover Sheet. Write your name and today's date on the top. Place on top of your essay and pass it to the person on your right.
• During the allotted time of each trade, you will read the person's essay looking for the specific errors for that trade. Make any comments on the draft, complete the box on the Cover Sheet for that trade, and write your name on the line indicated.

Fragments are incomplete sentences that lack proper subject-verb agreement.

"(Paragraph 2) The quote from the article you used is confusing because you didn't include any context and it seems like you just stuck the quote in your paragraph. Make sure you clearly introduce the quote to your reader."

• Because his car was in the shop. (What did he do?)
• After the rain stops. (What then?)
• When you finally take the test. (What will happen?)

Editing

Trade 3: Spelling

Trade 2: Run-Ons

Look for spelling errors in the paper. Circle words you THINK might be spelled wrong, but don't fix them. Write the total number found in the box and write your name on the line indicated.

Look for run-ons in the paper. Write "R-O" next to each one but don't fix it for them. Write the total number found in the box and write your name on the line indicated.

• Your & You're
• There, Their, They're
• To, Too, Two
• Than & Then

Run-ons are when you put two complete sentences together without separating them with proper punctuation.

My favorite Mediterranean spread is hummus it is very garlicky.

There are a number of ways to correct run-ons, but do not just stick a comma between the two! That is called a "comma splice".

When we edit, we correct any technical mistake: spelling, capitalization or grammar (word use).

We constantly edit during and after the revision stage; directly before publishing!

This is just an example - I will give you handouts shortly. You can find many different kinds online easily.

Revising

Let's watch a video of two 3rd graders engaging in the revision and editing process.

If they can do it, so can you!!!

Revision is the ongoing process of improving a piece of writing by changing the words.

Revisions are usually made by the adding and elaborating of ideas.

There are also times when subtracting, or deletion, is the best revision.

Revising

Editing and Revising

When revising: emphasis should often be placed on the elaboration of ideas through the addition of specific details.

This will help you to paint a more specific image in your reader's mind.

Revising

Are you up for it?

Your piece can ALWAYS be improved through the addition or deletion of words.

Just like a musician, painter, sculptor or filmmaker, writing is a form of art. It must be worked and worked over a period of time in order to become more complete.

For example: Instead of writing:

"It was a hot day."

You could write:

"Outside, the heat was sweltering. The humidity instantly wrapped me like a blanket. Within minutes, my clothes became damp with sweat, like I'd just gone swimming fully dressed."

Revising

The same rule applies for the deletion of words that the piece doesn't need. Here's an example:

"I loved this book! This may be the best book that I've ever read! I give this book five stars out of five stars. The characters in this book are all interesting and the plot kept me going! This is an amazing book!"

What should be deleted?