How to Revise, How to Revise, Proofread, and Edit: Proofread, and Edit:

The Efficient WayThe Efficient Way

Secondary EducationSecondary Education

Sarah LlewellynSarah Llewellyn

AgendaAgenda

PretestPretest

Assessing Prior KnowledgeAssessing Prior Knowledge

How to Revise, Edit, & ProofreadHow to Revise, Edit, & Proofread

Modeling ActivityModeling Activity

Revising

Editing

Introduction

Proofreading

Assessment

Essential QuestionsEssential Questions

How can we make the revision process How can we make the revision process more student-directed?more student-directed?

Does skipping a step affect students’ Does skipping a step affect students’ work (especially on state testing)?work (especially on state testing)?

Does including each step really benefit Does including each step really benefit students’ learning/writing? students’ learning/writing?

How can teachers implement each How can teachers implement each time-consuming step in a no time time-consuming step in a no time classroom?classroom?

What’s the Difference?What’s the Difference?

ReviseRevise: rethink and change ideas: rethink and change ideas

EditEdit: change language, improve : change language, improve style, word choice, and sentence style, word choice, and sentence structurestructure

ProofreadingProofreading: focus on overlooked : focus on overlooked errors in spelling, grammar, etc.errors in spelling, grammar, etc.

(Skwire & Wiener, 2006, p. 97)(Skwire & Wiener, 2006, p. 97)

The ObstaclesThe Obstacles

Steps Steps are are mergedmerged

Steps Steps are are omittedomitted

No timeNo time No effortNo effort No skills No skills

RevisingRevising

First draft First draft Content, organization, purpose Content, organization, purpose

– most importantly MEANING– most importantly MEANING ARGUMENT = THESIS ARGUMENT = THESIS

Revising QuestionsRevising Questions

Are your paragraphs in the right order?Are your paragraphs in the right order? Do they make sense and work together?Do they make sense and work together? Are your transitions smooth and your Are your transitions smooth and your

conclusions strong?conclusions strong? Have you avoided sounding wishy-washy Have you avoided sounding wishy-washy

or too aggressive?or too aggressive? Is the voice too passive? Is the voice too passive?

(Brady, 2003, p. 18). (Brady, 2003, p. 18).

Common Revising ErrorsCommon Revising Errors

Passive/Active Passive/Active VoiceVoice

Sentence Sentence Fragments/ComFragments/Comma Splices ma Splices

Awkward Awkward SentencesSentences

Sentence VarietySentence Variety

Shaping Shaping ParagraphsParagraphs

TransitionsTransitions Style (Tone, Style (Tone,

Voice, Voice, Audience, Audience, Purpose)Purpose)

First StepFirst Step

Focus on the content of your essay Focus on the content of your essay first, worry about simple errors laterfirst, worry about simple errors later

Revise Introduction and Conclusion—Revise Introduction and Conclusion—is the paper coherent? (Does it flow?)is the paper coherent? (Does it flow?)

Next, revisit the body—either add Next, revisit the body—either add new info or make more concise new info or make more concise

EditingEditing

First/Second draftFirst/Second draft Language, word choice, Language, word choice,

transitionstransitions Can focus on Can focus on

grammar/conventions – bigger grammar/conventions – bigger ideasideas

Common Editing ErrorsCommon Editing Errors

Subject/Verb AgreementSubject/Verb Agreement Noun/Pronoun AgreementNoun/Pronoun Agreement Word ChoiceWord Choice ModifiersModifiers

AdjectivesAdjectives AdverbsAdverbs

Second StepSecond Step

After first draft is rewritten, After first draft is rewritten, look at editing in phaseslook at editing in phases

1.1. ConcisenessConciseness

2.2. Word ChoiceWord Choice

3.3. Sentence StructureSentence Structure

ProofreadingProofreading

First/second/third draftFirst/second/third draft GrammarGrammar SpellingSpelling PunctuationPunctuation

Common Proofreading Common Proofreading ErrorsErrors

CapitalizationCapitalization First WordsFirst Words Proper Proper

Nouns/AdjectivesNouns/Adjectives

SpellingSpelling HomophonesHomophones Doubling ConsonantsDoubling Consonants Silent VowelsSilent Vowels ie vs. ei ie vs. ei

PunctuationPunctuation Semi-Colons/ColonsSemi-Colons/Colons ApostrophesApostrophes Quotation MarksQuotation Marks Hyphens/DashesHyphens/Dashes EllipsesEllipses CommasCommas End MarksEnd Marks

Third StepThird Step

Not Last Step! Not Last Step! Reread paper for errorsReread paper for errors

proofread after you revised the content proofread after you revised the content but before you write the final draft—but before you write the final draft—check for grammar and spelling errorscheck for grammar and spelling errors

proofread a second time to check for proofread a second time to check for errors you may have missederrors you may have missed

TipsTips

Read slowlyRead slowly Do not try to revise, proofread, and Do not try to revise, proofread, and

edit at the same timeedit at the same time Be familiar with errors you typically Be familiar with errors you typically

makemake Remove wrong words or extra lettersRemove wrong words or extra letters Do not trust the spell check- it is Do not trust the spell check- it is

man-mademan-made

Useful WebsitesUseful Websites

College BoardCollege Board

Delaware Department of Delaware Department of EducationEducation

How to Get FeedbackHow to Get Feedback

1.1. Read your work aloud twice.Read your work aloud twice.

2.2. Don’t defend your work.Don’t defend your work.

3.3. Take notes on what others tell you.Take notes on what others tell you.

4.4. Ask questions to clarify what others say.Ask questions to clarify what others say.

5.5. Thank people for their comments. Thank people for their comments.

6.6. Never apologize for the piece you’re Never apologize for the piece you’re going to read.going to read.

(Strong, 2006, (Strong, 2006, p. 119)p. 119)

How to Give FeedbackHow to Give Feedback

1.1. Listen for the overall effect in the 1Listen for the overall effect in the 1stst reading. reading.

2.2. Make notes/comments during the 2Make notes/comments during the 2ndnd reading. reading.

3.3. Tell what you liked best about the writing.Tell what you liked best about the writing.

4.4. Identify a place in the writing that may need Identify a place in the writing that may need work.work.

5.5. Comment on content and organization first, Comment on content and organization first, then mechanics.then mechanics.

6.6. Be specific by pointing to places on the paper. Be specific by pointing to places on the paper.

(Strong, 2006, p. 120)(Strong, 2006, p. 120)

Fishbowl ObservationFishbowl Observation

Positive RolesPositive Roles Cheerleader Cheerleader QuestionerQuestioner HelperHelper EncouragerEncourager LeaderLeader

(Strong, 2006, p. 120-(Strong, 2006, p. 120-121)121)

Negative RolesNegative Roles CriticizerCriticizer Dominator Dominator MushmouthMushmouth ClownClown DetailerDetailer SleeperSleeper

Peer ReviewPeer Review

ReadWriteThink Peer Editing TutorialReadWriteThink Peer Editing Tutorial

ReadWriteThink Peer Editing ReadWriteThink Peer Editing WorksheetWorksheet