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Teachers tend to view revision as an important component of the writing process. Revision is important for two reasons. First, it is used widely by proficient and experienced writers. Second, revision offers teachers opportunities to direct their students in learning with reference to the characteristics of good writing strategies. These strategies will not only improve their current pieces, but it will carry over to future writing pieces as well (MacArthur, 2007). Research notes that teachers often postpone teaching children revision skills because it is considered one of the most challenging aspects of the writing process (Thompkins, 2006). Compared to skilled writers who revise more frequently during the writing process, most school-age writers tend to revise very little. This is especially apparent among both average and struggling writers. Thus, teachers often find it difficult to engage their students in more meaningful revision (MacArthur, 2007). This paper will examine ways in which teachers can help their students develop revision skills, as well as strategies to teach the revision process in the classroom in order to improve student writing. **Research on Effective Revision Instruction **
 * Research-Based Revision Practices to Utilize in the Classroom[[image:revision3.jpg]] **

As teachers, it is important to provide a classroom environment in which writing has meaningful goals. One of the best ways to do this is by implementing authentic writing tasks that are read by both peers and other audiences. Furthermore, students should be given clear goals based on learning specific objectives (MacArthur, 2004). In this section, I will highlight various approaches to teaching revision. These approaches include peer revision, writer’s workshop, evaluation, reading comprehension, and word processing. Strategy instruction is also effective in teaching revision. Please refer to Angela’s wiki page with research on effective strategy instruction techniques. In general, these strategies are consistent among researchers and are used among teachers across the country. · Studies have concluded that peer collaboration is motivating for students. · Peer revision allows students to: respond to their writing, identify strengths and weaknesses, and offer suggestions for improvement. · Students can serve two roles: the author and the editor. · It is most effective when it is combined with instruction that is based on evaluation criteria or revising strategies. When students’ evaluation and revision skills are weak, they are often hesitant in critiquing each others written pieces (MacArthur, 2007). · Writer’s Workshop allows students to learn and practice the importance of pre-writing, drafting/revising, and editing their own work. · It is critical to have conferences in Writer’s Workshop so students can learn to revise. Teachers find conferences difficult to manage, thus, students are still in the drafting stage. Both teacher-student and peer conferences are important because students learn to “interact with their own writing”. · Children are able to make connections within their own lives by listening to teachers read and reread quality literature. Also, by focusing on author’s craft, teachers can ensure that their lessons are making explicit connections between reading and writing. · Mini-lessons are an important component of Writer’s Workshop because it allows students to practice the lesson concept into their writing. Effective mini-lessons should be: multilevel, short, focused, gentle in tone, and responsive to the needs of the children. · Another important component is the writing process and conferencing. --Step one: rehearsal (brainstorming, generating lists, reading literature, and conversing with peers. --Step two: drafting --Step three: revision (should be ongoing) Researcher Lucy Calkins recommends that teachers encourage students to concentrate on content first and spelling later. --The teacher needs to observe and conference during these stages. --Final step: Author’s Chair · Study: From the end of January to the beginning of March, a first grade classroom was actively engaged in Writer’s Workshop. The results showed that the teacher created a positive and exciting environment. Many factors contributed to this: 1. There were ample opportunities for students to choose what they wrote. 2. Students were able to work with peers. 3. Students experienced individual time with the teacher.  · The teacher modeled mini-lessons based on the students’ needs. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">As the students became more confident in their writing, their enthusiasm grew. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">By the end of the study, students were able to work independently, and help their peers with the revising and editing process. (Jasmine & Weiner, 2007) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">It is important to ensure that the criteria are specific. One way to do that is by teaching within a particular genre. Other examples are criteria of clarity and detail. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Specific criteria are easier for students to learn and utilize in the revision process. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">It is important for teachers to not only teach their students to evaluate their papers, but they also need to both offer support and provide practice in applying the criteria in making specific revisions. Teachers should model how to apply a specific evaluation criterion. --Example: When teaching clarity, the teacher can display papers with missing information and guide students to find the problems. The teacher can do this by asking questions about the content. Then, the teacher and the class could work together to formulate sentences that would clarify the content. Depending on the class, students may need ongoing practice to learn this strategy (MacArthur, 2004).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Peer Revision **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Writer’s Workshop **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluation **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Research states that students, who have critical reading experiences, are more likely to revise independently and write better first drafts (MacArthur, 2004). · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">During reading for revision, the reader/reviser must have a larger or more complex set of goals than those involved in simple reading (Piolat & Roussey, 2008). · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Cameron et al (1997), in a study of elementary student’s in grades second through fifth found that both superficial and semantic flaws were revised because training in comprehension monitoring helped improve their revision skills. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Although studies have not provided direct examples on how to teach revision, there are two important principles to note: 1. Cognitive models suggest that revising is closely linked to critical reading and writing. 2. It correlates to peer revision: reading other peers’ papers can be a valuable way to improve one’s own writing (MacArthur, 2004).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Critical Reading **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Word processing by itself has not been shown to improve revision; however, when coupled with writing instruction, it has a more positive effect. It simplifies the writing process, and it encourages students to produce final copies for publication (MacArthur, 2004). · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Several studies have concluded that word-processed compositions were scored higher in quality than handwritten papers among junior and intermediate-level students (Owston & Wideman, 1997). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">1. Student resistance to revision is decreased. 2. The readability of the screen may prompt students to read each others work, thus, facilitating peer revision and collaboration. 3. The writing piece is neat, not a messy hand-written copy. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">1. Poor typing ability can distract students. 2. Some students use older software which makes it more difficult to use. 3. Students’ lack of exposure to technology.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Word Processing **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">--Pros: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">--Cons: **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Researches have reported the inadequacies of beginner writers either in either identifying or in correcting errors while producing written materials. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Researchers report: expert writers implement “meaning-altering” changes and beginning writers implement “superficial changes”. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">On the other hand, proponents of a “process-based” instruction to writing instruction have found in their research that many children revise both their own and other students’ text if they are provided with a supporting language-facilitative environment in which to work. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students who revise their own work: it is challenging because it is hard to distances themselves from their own writing, especially for beginning writers. (Cameron et al, 1997) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Teachers can use various intervention procedures for encouraging revision such as: questioning, conferencing, providing feedback, and directing students to revise (Perez, 2001).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Additional Research **

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Conclusion ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">In planning strategies to teach revision, teachers can choose from several approaches that are supported by research. These approaches include but are not limited to peer revision, writer’s workshop, evaluation, reading comprehension, and word processing, and strategy instruction. By selecting various elements from evidence-based practices, teachers can integrate the revision process in both their reading and writing instruction.

[] This website provides a revising/editing checklist for primary grades. [] = If you scroll down the bottom of the page, there are several links to click on for grades k-8 on: revision, peer revision, and editing.
 * Useful Websites**

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">References ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Cameron, C.A., Edmunds, G., Wigmore, B., Hunt, A.K., & Linton, M.J. (1997). Children’s Revision ofTextual Flaws. //International Journal of Behavioral// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Development, 20, //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> 667-680. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Jasmine, J. & Weiner, W. (2007). The Effects of Writing Workshop on Abilities of First Grade Students toBecome Confident and Independent Writers. //Early// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Childhood Education Journal, 35, //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">131-139. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Owston, R.D. & Wideman, H. H. (1997). Word Processors and Children’s Writing in aHigh-Computer-Access Setting. //Journal of Research on Computing in Education//, 30, 202-221. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Perez, S.A. (2001). Revising During Writing in a Second Grade Classroom. //Education// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Research Quartely,25, //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">27-33. Roussey, J. & Piolat <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">, A//.// (2008). Critical Reading Effort During Text Revision. //European Journal of Cognitive Psychology//, 20, 765-792. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Tompkins, G. (2004). Teaching //Writing: Balancing process and product (5th ed.).// Upper Saddle River,NJ: Prentice Hall. Graham, S., MacArthur, C., & Fitzgerald, J. (2007). //Best practices in writing// //instruction//. Guilford.