Wednesday, July1 afternoon
Revision Workshop with Leah & Anne
Shared thinking about revision, why it is valuable, and how to facilitate it
Generate ideas to use in your writing groups, with colleagues, and with students
Sharing - "what does word revision mean to each of us?"
Sharing - "what does revision mean to your students?"
-noted difference between editing(mechanics) & revising(words & ideas)
-some give revision checklists
-colored pencils for particular problems
Re vision - look at writing in new ways
Writing is a PROCESS
-have students find acknowledgements by author
top, collaborate, listen
-Stop occasionally to thick aout how your piece is progressing
-Collaborate with friends and peers to improve your work
-Listen to their advice and also to your own thoughts about the progress of your writing
How do you know if your writing is finished?
-Is your piece--> raw extremely personal?
-Are you still-->writing to learn?
But when the piece feels important, can speak to others, then it may be ready for revision
Remember to consistently ask yourself: Is this piece of writing all it could be?
To the revisers: Make sure to separate the writer from...............the writing
Make sure to create an environment where it is SAFE to SHARE
Honor your work: REVISE
-list #1: essay content
-list #2: style, sentences, & grammar
-Flipped Paragraph - compare 2 versions, example can help students see how sentence changes
when important/powerful sentence is placed in a new location
-narrative essay peer review
-questions for peer to use after reading paper
-revising for sentences and clarity
-bless, address, press
-writer's questions can help reviser focus his attention
-group revision - teacher sets up structure, writer/presenter pitches to group, group has protocol to
follow, then presenter comes back
-important to teach students how to give good feedback - words & body language important to
practice in a safe place, learn to interact positively in the world, model these ideas first before
students begin to try this on their own
Group work - revising a piece
-don't name writer by name
-what moments stand out?
-what type of mood does the piece describe?
-most exciting, intense, or energetic sentence?
-wait time - super important
-cue card might help younger student with sentence starter
-ask "was that helpful?"
-teacher needs to encourage attentiveness in readers
Divided into writing groups
Reading Discussion - "teaching writing" book talk, useful strategies
-Write for Insight - teacher friendly, easy to flip through and find techniques to use
-writing to learn - summarize the main idea of a lesson, have them switch pens to the opposite
hand, makes us focus on using our hand than on what you want to convey, important to be
-After THE END
-asking questions throughout the writing process
-The Story of My Thinking, diverse reactions
-kerneling, taking a small detail and expanding it
-Write Like This
-one idea was "evaluate and judge," focusing on having a real world purpose for writing
-divided by grade levels, millions of ideas, all very good
-much good information, type of book you go back to for different types of lessons
-encourage students to be independent of us, useful ideas before, during, after
-longer writing time
-how you can get involved with SMWP beyond the Invitational
-hammer out your plan for your project with your mentor
Closing Moment - quote from This is the Story of a Happy Marriage. In this book the author shares how she became a writer. The quote relates to how difficult it is for writers to make a living.