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WHAT IS REVISING?
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Revising is . . . |
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making decisions about how you want to improve your
writing
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looking at your writing from a different point of view
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picking places where your writing could be clearer, more
interesting, more informative and more convincing.
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METHODS
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A.R.R.R. - This method allows you to make four
types of changes.
Adding |
What else does the reader need to know? |
Rearranging |
Is the information in the most logical and most effective order? |
Removing |
What extra details or unnecessary bits of information are in this piece
of writing? |
Replacing |
What words or details could be replaced by clearer or stronger expressions? |
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R.A.G. - Read Around Group
~ General Rules for Read Around Groups ~
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3-5 writers per group in varying ability
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Make sure there are no names on the pieces of writing.
Student work is to remain anonymous. Photocopies work well.
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In each group, everyone reads each paper once. Nothing is
written
on the papers. This is the first read. It is written to get a general
idea
about what has been written.
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During the first read, on a separate piece of paper,
each person puts them on a scale of 1-4.
(4 - outstanding, 3 - above average, 2 - acceptable, 1 - insufficient)
Students also write comments about each piece for later discussion
with the group.
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Students discuss why they assigned the score that they did.
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Staying in the same group, students then revise the anonymous work
during a second reading. Students can a) read each paper and mark
suggestions on it or b) read the piece as a group and mark the
group's suggestions on each paper.
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A.R.M.S. - Add, Remove, Move Around,
Substitute
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REVISING TIPS - Ask yourself these questions . . .
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Can you read it outloud without stumbling?
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Does every word and action count? There should be a reason why a
character acts or speaks in a certain way.
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Is the series of events logical? Do they relate?
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Is it clear what your goal or your main character's goal is throughout the
piece of writing?
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Are vivid/descriptive words used to describe characters and/or events?
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Is your train of thought clear? Are there any tangents?
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Do you use a variety of verbs throughout the piece? (Something
instead of "SAID")
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Is it wordy and redundant? Are you using the same words and phrases
over and over again?
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Is there a catchy introduction? Does the conclusion leave the reader
thinking?
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Do supporting details support only the topic sentence of
that paragraph?
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Are transitional devices used throughout?
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Is there a strong hook, thesis and lead-in?
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Is proper format followed throughout?
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Are all sentences complete or are there sentence fragments?
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Is a vivid mental picture created in the reader's mind?
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Have you completed sentence expansion where necessary? (NO "HE
RAN!")
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Did you use a thesaurus?
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For other suggestions visit LEO: Literacy Education Online
http://leo.stcloudstate.edu/
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Maintained by A.E. Lipkewich
Westmount
School
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writingprocess@canada.com
Revised February 17, 2001
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