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My Research Project:

Here is my rough draft of my textual analysis:

Research Sources:
Publishing Children's Writing
"During publication, children can play both the roles of author and audience to other children's pieces. Instead of questioning the teacher, they can question each other for clarity of meaning. Children as authors use the ideas of their audience when revising their writing. As audience, they have the opportunity to see their ideas used by other students in their revised stories. Shifting from author to audience and back encourages children to become perceptive readers and writers."
  • Students would be able to use one another as resources.
  • Students would essentially become more motivated to edit and revise if they had a real audience which would be critical of their productions on a level that falls outside the scope of the grade for a class.
"Hansen (1987) feels that students who attend to their own misspellings, errors in punctuation, grammar, and so on during the editing stage of publication learn and remember more of the mechanics of writing than if the errors are found for them. Calkins (1986) believes that even adult writers who are writing for publication must release their work at some point to have it corrected by editors. She argues that, as writers, we no longer want to "own" those errors. If teachers choose to do the final edit, they are taking the "ownership" of the writing from the writer, and they should be aware of the effects this may have on future writing for students in the classroom."
  • By having students self-edit and peer-edit, they are forced to take ownership of their own ideas, and to really work at perfecting their piece. A sense of an audience makes this process seem more necessary and real.
  • At some point students should be able to find the majority of their errors on their own or with the help of their peers. How can the teacher scaffold them to this knowledge?

Revision in the Writing Process
"Revision, however, is the heart of the writing process--the means by which ideas emerge and evolve and meanings are clarified."
  • Students need to be taught this definition, rather than one that places revision in the role of polisher or correcter (which is a surface definition of what revision should do).
  • Surface level changes are predominant over meaning changes.
  • Researchers found that "direct teacher intervention" produced more valuable student revision. In that, though, is the chance that the comments of the teacher will manipulate the intentions and purposes of the student in favor of the potentially more clear or dominant goals of the educator.
"Publishing student writings can be a powerful means of motivating revision. Publication instills pride and provides an incentive to produce good work."
  • Importance of quality, and the idea that quality is produced through constant and thorough revision, are STRESSED.
"It appears, however, that revision, whether done with computers or with pen and paper, will go beyond correction only if teachers emphasize the whole text over its parts. When this happens, students discover the power of writing as a means of shaping ideas and clarifying meanings rather than as a way of correcting errors or fulfilling a class requirement."
  • It is interesting to note the observation that the teacher's treatment of the subject of revision seems to have the most impact on how students feel about it. A teacher that is apathetic to or who dislikes revision will produce a class who feels the same way, and who does not use revision to its potential.,1,Self-Managing
  • Revision as re-seeing goals and text.
  • Stress occurance of revision THROUGHOUT the writing process instead of simply a last step (as proofreading might be).
  • A major problem is that students do not know how to correctly identify a problem or to make the necessary changes. Students also struggle when they feel especially proud of or tied to a text that has already been produced, and so see changes being made as cutting a text down or belittling it.
  • Teacher should SHOW students how to revise: modeling, checklists

Motivation to Revise blog
I love that this blog focuses on the idea of TEACHING students to revise rather than handing out a checklist and expecting them to know what to do. It seems to me that many students are unmotivated because they have no idea how to do what the teacher is asking them to do. They have never been taught to get the most out of their revision time.
This blog links to a number of great ideas about teaching students the revision process. One of the ones I followed was:
Creative Revision. This article discusses a number of modes of creative revision that the author was taught in her session of the NWP.
Like many of the other articles that I have read in my research, this article also recommends publication as a way of motivating students to revise, but this one links to ways students might be able to get published on a national scale.

Motivating Students to Revise Through Effective Response
This article explains another way to get students motivated to revise their papers: effective written responses. While this might be a way to get students to revise the papers in the way the teacher wants them to, and in the way that is easiest for the teacher to follow, it seems to have little value in teaching students how to revise for themselves.

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