write to learn revision
TRANSCRIPT
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REAL REVISION:
Sharing Authors’
Strategies with Students
http://www.katemessner.com
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Grumpy Cat Breaks…
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Revision should not be a surprise.
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Assignment:
Write for three minutes, describing a place that you love.
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WHAT REVISION ISN’T…
• Spell Checking• Hiring a professional editor• Solitary• A process with a single correct solution
or end point
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WHAT REVISION IS
BrainstormingFree-Writing(and maybe starting over)
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Princess Marty Frog-Slimeand the
Nutcracker Ballet
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Confessions of a Sea Monster
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“Well…This is funny. But it sounds more like a New Yorker cartoon than a book for kids.”
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What if things turned out differently?
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Two Books in One?
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Who’s that guygirl?
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Consideringdifferent formats
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Draft 1
Draft 2 Draft 3 Draft 4
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Time to
Write!Sometimes poem…
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Time to
Write!Sometimes poem…
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WHAT REVISION IS
• Finding & Strengthening the Heart of a project
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What are you writing?My book is about
____________________________________________________________________________________________________________________.
But underneath that, it’s really about ____________________________________________________________________________________________________________________.
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My book is about a 7th grader who finds a magic pencil that will answer any question.
But underneath that, it’s really about learning to make peace with our questions.
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My book is about a boy who gets sucked through the dryer into a land of enormous ogres.
But underneath that, it’s really about taking charge of your life even when you feel small.
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My book is about a boy who learns he has magical powers and is sent to a school for wizards.
But underneath that, it’s really about the power of family, love, and friendship.
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My book is about a future society where teenagers are forced to fight to the death in an arena once a year.
But underneath that, it’s really about power, marketing, and revolution.
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What are you writing?My project is about
____________________________________________________________________________________________________________________.
But underneath that, it’s really about ____________________________________________________________________________________________________________________.
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Plot and Pacing Studying a Mentor Text
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MENTOR TEXT PLOT CHART
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Mentor Texts for Student Writing
Newspaper EditorialsPetitions
Magazine Articles (StoryWorks, TIME for Kids, Sports Illustrated, etc.)Historical Documents
SpeechesDebate Transcripts
Memoirs
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What writing that you admire feels like the kind of project you
hope your students’ work-in-progress will be? List a few pieces
that might be “mentor texts” for your writers.
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Balancing Dialogue/Narration, Opinion/Supporting Facts, etc.
Highlight a Mentor Text
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WHAT REVISION IS
Charts, maps, timelines, & outlines
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Plot and Pacing: Timelines and Setting Charts
Personal Narrative and Short Stories
Over what time period does my story take place, and how do those hours/ days/weeks/months play out from chapter to chapter?
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Plot and Pacing: Timelines and Setting Charts
Over what time period does my story take place, and how do those hours/ days/weeks/months play out from chapter to chapter or paragraph to paragraph?
Ch. 1 ------------------------------------ End
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Mapping the Setting
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Plot and Pacing: Characters & Changes
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CH TREATMENT SYMPTOMS BELIEFS ACTION/PLOT POINTS
1 Medicine/light/exercise
Headaches dwindling
I-CAN really is a miracle clinic. But there are weird things…confused.
Discovers files on computer
2 Medicine/light/exercise
Headaches gone – clarity returns
I_CAN is helping our headaches, but Phase III is dangerous/weird.
Files on computer, sees changes in Trent – Docs are secretive
3 Medicine only Headaches gone – clarity remains
I-CAN is not what it seems – we need to escape
Plot to go w/ Molly – failed – desperation
4 Medicine wearing off
Headaches/confusion returning
Should we have left? Confused – scared
In swamp – find Molly…
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Big-Picture Story Chart - What characters, settings, objects, jokes, themes, and threads are important in your project? Are they woven consistently throughout the
text?
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What elements might be included on your students’
Big-Picture Chart?
• Characters• Objects• Themes• Threads• Supporting facts• Sensory language
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WHAT REVISION IS
Considering all five senses.
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Time to Revise!
Add sounds!
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Time to Revise!
Add smells!
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Time to Revise!
Add tactile imagery!
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WHAT REVISION IS
Returning to Research
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WHAT REVISION IS
Details and Word ChoiceBe specific.
Be surprising.
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Look for delicious details
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Look for delicious details
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Role Play!Replace Tired Body Language
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** Role Play! Replace Tired Body Language
ANGRYFRUSTRATED
ANXIOUSSCARED
JOYFUL-EXCITEDDEPRESSED
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WHAT REVISION IS
Being a Word Ninja
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veryreallyjustthat
“what looked
like”
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JUSTANDRATHERBEGAN TOAS THOUGHTHENBUT ALWAYS
GLANCEDIN THAT
MOMENTSO A BITI GUESSMAYBETHATVERY REALLY
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Time to Revise! ***
Cut at least 20 words
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Watch for “pet” stories, ideas, themes, phrases…
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Brainstorm: What words, phrases, & pet stories are on
your personal “MOST WANTED”
list?
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WHAT REVISION IS
Being Social
-Critique Groups/Partners
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Post-It Note Critiques
ORANGE = “I LOVE THIS!”GREEN = “I’M BORED.”
YELLOW=“I’M CONFUSED”
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WHAT REVISION IS
Finding the Right Title
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WHAT REVISION IS
Finding the Right Title
• TEN Titles• Highlight great phrases
• Crowd-source• Cut-it-Up & Mix-it-Up
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WHAT REVISION IS
Making Lists……and getting to work!
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Five Reasons Kids Don’t Want to Revise(and what teachers
can do about it)
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REASON #1
“But I just FINISHED. And I like my paper the way it is.”
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SOLUTION:
Start the revision conversation early.
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After We Write…
• REVISION – PART I• REVISION – PART 2• REVISION – PART 3
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REASON #2
“I already ran a spell check. I’m good.”
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SOLUTION:
Teach students the difference between revising and editing.
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REASON #3
“I don’t know where to start.”
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SOLUTION:
Have a revision checklist ready…
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Student Critique Partners• Trade papers with a partner•Use highlighters to indicate the following:• Pink = Consider cutting this part.• Green = I’m confused now.• Orange = Use more vivid details/precise language.• Yellow = This part works really well!
•In the margin next to each color (or on a Post-It note), write a note explaining your highlighting and making suggestions.
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REASON #4
“Everybody says I’m a great writer. Great writers don’t need to revise.”
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SOLUTION:
Use published authors as role models, through text examples and Skype visits.
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GUESS HOW MANY DRAFTS?
14!
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If your poem/essay/personal narrative/ research paper could talk back to you right now, what would it say?
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REAL REVISION:
Sharing Authors’
Strategies with Students
http://www.katemessner.com