It’s a typical Tuesday morning at my house. Tuesdays when I draft, revise, and publish my “slice” before work.
It’s time to write my slice on my blog post, but I don’t know what to write. Where will my idea come from?
I pace from the living room to the kitchen and back again. “No idea YET!”
I stare out the window. It’s still dark. “No idea YET!”
I reread last week’s post. “Can I write a part two? No idea YET!”
I stop. I ask myself, “What did I do this weekend?”
I went to the Homecoming parade. I went to the game. I watched the bands (alumni and current) march. I went to watch high school band competition.
I remembered how much I loved marching band when I was in high school and college.
I was so excited. When I looked at my pictures from the weekend, I had tons of pictures of both my family and the marching bands. Finally I have an idea. I know . . . My slice is going to be about how I found my idea . . . and I begin to type.
And, now for the rest of the story . . .
Paul Harvey story (Part 2)
The story above is the “Prequel” to last week’s post. I used the prequel in a second grade classroom to demonstrate some revisions that the writers could consider to make their writing stronger.
I am quite confident in my “revising” skills. It is easier for me to say that I am a revisor than to say that I am a writer. In the midst of writing, I have doubts. In the midst of revising, I feel like my super powers are engaged. There’s structure power, elaboration power, and the so important editing/conventions power.
How does that impact my writing?
How does that impact my instruction?
I believe that my love for revision enables me to be both a more-focused and a more-flexible writing coach.
Here was my first draft of my writing – deliberately designed so I could use it with my second grade friends! A very short three page story
How did I get from my original nine sentences to the final draft (25 sentences) above?
What were my revision points?
In our narrative mini-lessons these were some of our teaching points:
What were student writing goals?
Student goals included strong beginning, writing more sentences across pages, or adding more details.
Beginning – Page one – I need to add where and when because I have the who and what.
Middle – I need more details so I decide to have two pages and decide to repeat the “No idea YET!” (page two) and on page three I leave the first sentence and change the ending.
Ending – I check to make sure that I add details that bring the story full circle.
I use bright neon paper strips or green marker for my revised sections to make the revisions very visible for my readers and writers.
This revision basically happened in order: beginning, middle, and end. Not all happen to work that way!
Are you a revisor?
How do you teach revision?
How do you match revision, instruction, and goals?
Did you see Betsy’s post yesterday on Revision? AMAZING! Sticky Notes, Arrows, and Margins, Oh My!
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.