Entries Tagged 'Editing & Revising' ↓
June 14th, 2010 — Editing & Revising, Reluctant Writers
Editing does not need to be a negative or intimidating experience for your K-3rd grader. When children learn at a young age the value of gentle correction and self-improvement, they will come to see editing as a natural part of the writing process.
Determining Your Goal
Your main goal is to help your child learn to look for ways to improve her story or short report. The amount of editing will increase as writing skills progress and the child matures.
Don’t overwhelm your first grader with too many expectations. But by the time she’s in third grade, she should learn to self-edit for story details, organization, and simple mechanics, and should be able to use tools to help edit spelling as well.
Helping Your Young Child Edit and Revise
At this age and stage, keep editing and revising as simple and non-threatening as possible. Sit together with your child and read her story together. Then help her take the first steps to learn how to self-edit her own work.
Just remember: Start small! If your child is still in kindergarten, you’ll only want her to revise the simplest and smallest of errors (Did we begin each sentence with a capital letter? Is there a period at the end of every sentence? Does our story have a beginning, a middle, and an end?) As she grows in both age and skill, you can begin adding more editing elements to your short list.
Most second- and third-graders can begin including any or all of the following as you edit and revise together.
1. Search for the good.
- Give your child a highlighter pen. Encourage her to look over the story by herself and highlight a difficult word she spelled correctly.
- Next, ask her to look over the story by herself and highlight a sentence she wrote correctly by starting it with a capital letter and using the correct punctuation. Praise her for a job well done.
2. Discuss the details of the story together.
- Identify the main character and setting.
- Ask your child if she would like to add more details about each one.
- Discuss ideas for improvement.
3. Talk about the story.
- If the story includes a problem, does your child write the beginning, middle, and end in such a way that the problem is solved?
- If so, does the problem get solved with a satisfactory solution?
- If not, discuss ideas for improvement.
4. Circle any misspelled words together, but only if the child is at least in first grade.
- Look up each word in a children’s dictionary; or
- Create a spelling word wall containing her most frequently misspelled words. She can refer to it as she writes and edits.
5. Help your child revise her writing.
- Write the corrections in between the lines on the paper.
- Your child may rewrite her corrections on a new paper if she chooses.
What If She Resists?
Do the editing on a different day. This removes the child from the freshness of her writing and she will feel a little less emotionally attached to the story and its flaws.
Make a photocopy of the child’s story. She’ll be more willing to mark her paper if she knows she the original will remain untouched.
Type her story. Another way to help a reluctant editor is to type her story for her (always double-spaced), leaving all mistakes intact. Again, the more removed the marked-up version is from the child’s original, the less emotion she’ll attach to it, which means the more willing she’ll be to make corrections.
Try a checklist. You can do these editing exercises orally, of course, but if your child balks, she may need to use a typed checklist and work by herself.
Once your editing time is over and the child has made simple changes to her story, have her “publish” it in a fun way, such as attaching it to a paper kite, turning it into a scroll, or making a giant comic strip—knowing that she’s publishing her very best work to proudly share with others.
Copyright 2010 © Kim Kautzer. All rights reserved.
June 7th, 2010 — Editing & Revising, Encouragement, Homeschooling, Teaching Writing
Grading and commenting on your kids’ writing is one of the most valuable elements of writing instruction. But it also gives the most grief to parents, who often feel unqualified to identify and evaluate written strengths and weaknesses.
Seeds of Doubt
A host of “ins” and “uns” seems to attack parents when it comes to writing, making us doubt our ability to edit and grade objectively. With regard to teaching or evaluating writing, do you ever use any of these words to describe yourself?
Many of us wear these monikers like millstones around our necks, allowing the weight of our insecurities to immobilize us. At worst, teaching and grading writing don’t happen at all, or at best we’re sporadic, leaving Mom feeling guilty and our children awash in frustration.
It’s not that we don’t think it’s important to give our children input. But don’t we all have excuses?
- I’m afraid I’ll be too hard on my child.
- I don’t know how to grade a paper—there’s too much guesswork.
- What do I know about writing? I’m just a math-science person.
And heaven forbid Mom should set aside her worries and actually make a comment. The smallest hint of suggestion from you and the drama begins.
- But I like it this way!
- You’re always so critical.
- You never like anything I write!
Myths about parent editing
As a parent, perhaps you simply don’t know how to give objective input. So either you don’t give feedback at all—and therefore see no improvement—or you offer suggestions that make your child feel picked on or rejected. To help you renew your perspective, let’s look at three myths about parent editing.
Myth #1 – Editing and grading writing are too subjective.
- Fact: Learning to edit is a process for both student and parent.
- Fact: Many aspects of a composition CAN be evaluated objectively.
Myth #2 – It’s too difficult to edit and grade writing.
- Fact: The more you edit and revise, the easier it will become.
- Fact: Familiarity produces recognition—you will catch on!
- Fact: There are tools (rubrics and checklists) to help you.
- Fact: You don’t have to find every mistake. Even addressing just a few errors can help your child’s writing begin to change course.
Myth #3 – Editing and grading writing is for professionals.
- Fact: Many parents cannot find mistakes in their children’s writing—but you can improve your skills! If you feel weak in a particular area such as grammar or spelling, take a “crash course” to refresh yourself. Buy a second student workbook and study the subject alongside your kids. Or, consider a resource like The Blue Book of Grammar and Punctuation to help you brush up on key rules.
- Fact: You CAN learn to edit and grade. Programs like WriteShop Primary, WriteShop Junior, and WriteShop I are good examples of homeschooling products that guide and direct parents through the writing and editing process.
Over the next few weeks, you’ll not only gain tips and tools to make editing and grading easier for you, you’ll also learn ways to help your children participate in the process through self-editing and revising.
We’ll start next week with tips for Editing and Evaluating Writing: Grades K-3.
I also know that parents tend to panic more as junior high and high school draw near. So if you have older kids, you’ll be happy to know I’ve got you covered as well. Stay tuned!
Copyright 2010 © Kim Kautzer. All rights reserved.
March 10th, 2010 — Editing & Revising, Quotes and Inspiration
“I’m not a very good writer, but I’m an excellent rewriter.”
January 14th, 2010 — Editing & Revising, Grammar & Spelling
Editing your kids’ writing, especially if you haven’t had much experience, can stir up anxiety and concern. How do you find the balance between appreciating the content and picking apart the errors?
The Elements of Writing
Writing includes three main elements: content, style, and mechanics.
- Content, of course, is the heart of the composition—the story, main message, or thesis.
- Style is the way the writer communicates the content through word choice, sentence variation, etc.
- Mechanics includes all those tricky little rules of grammar, punctuation, and spelling that govern how the words actually appear on paper.
Mechanical Errors Make the Most Noise
When it comes to giving our children feedback on their papers, many of us are in a muddle. Sometimes the “noise” of a zillion grammatical errors drowns out the content as we zoom in on each misspelled word and sentence fragment.
But is that the place to start? What should be our focus? You’ve probably asked yourself these very questions:
- Isn’t mechanics an important part of writing?
- Should I allow inventive spelling, or insist that every word is spelled properly?
- Should I focus on the main content, or should I address grammar and punctuation errors too?
- How do I help my kids fine-tune their writing if I don’t point out all the mistakes?
It’s Like Walking a Tightrope
Just as we can correctly—or incorrectly—judge a person’s character based on outward appearance, it’s easy to judge a piece of writing by the mechanical errors we see. We don’t mean for these errors to interfere with our enjoyment of the content, but typically, they do.
The whole editing thing is like walking a tightrope, isn’t it? We don’t want to discourage our children from spilling their ideas onto paper, because the freedom of doing so sparks in them a love for writing. But for fear of dousing that fire, some of us sway too far to the left and never utter a word about grammar or spelling.
And tipping too far to the right are the parents who are so distracted by the glare of dangling participles and grave misspellings that we run amok with our red pens—and completely miss the heart of the child’s writing.
We really can address content, style, and mechanics without throwing our tenderhearted kiddos to the lions. The two-fold trick to finding the balance is remaining as objective as possible and cushioning our suggestions with praise.
Use these three simple tips as a guide:
Tip #1 Before the red pen strikes, spend a few minutes identifying something positive about the paper, whether it’s a well-crafted sentence, a strong word choice, or an effective argument. Make sure you point these out to your child!
Tip #2 When you’re ready to begin making suggestions to the paper, focus mainly on content. Do ideas make sense? Do they flow well? Is there enough information and/or detail?
Tip #3 Once the story or essay or paragraph is organized and more rounded out, you can look at word choice and sentence style—and then deal with any grammar, spelling, and punctuation issues that remain.
Sure, the thought of editing student writing can seem intimidating. But if you know what you’re looking for, it can make all the difference!
Here are a couple more articles that can encourage you and help you feel more equipped for the task:
January 13th, 2010 — Editing & Revising, Quotes and Inspiration
“The time to begin writing an article is when you have finished it to your satisfaction. By that time you begin to clearly and logically perceive what it is you really want to say.”
December 21st, 2009 — Editing & Revising, High school, Stumbling Blocks to Writing
When it comes to chores, character training, and schoolwork, you can’t always be the nice guy, the friend. Nope. You’ve got to be the parent, which means it falls to you to judge and evaluate your kids’ work. But if you don’t evaluate with wisdom and purpose, you can unwittingly set them up for today’s Stumbling Block to Writing.
Stumbling Block #8
Problem: Students feel criticized when parents evaluate their writing.
Solution: Use editing and grading tools that encourage objectivity and consistency.
Worry about criticism from Mom or Dad is a huge issue for your child. She doesn’t want disapproval; yet if her paper isn’t perfect, she fears facing judgment. Since kids often see their writing as an extension of themselves, they feel personally affronted when they see marks on their formerly unspoiled pages. Their feelings can be summed up like this:
If you criticize my writing, you criticize me.
Well, clearly, in spite of your child’s hypersensitivities, you still have to evaluate, edit, and grade. So what’s the solution?
Be Objective and Consistent
Nothing makes the editing and grading chore easier and more pleasant than objective tools that equip you for the task. An equipped parent is a confident parent! Your student can sense your confidence. She knows you’ll be consistent, and she won’t worry that you’ll be capricious or unpredictable with your remarks and suggestions. This kind of objectivity and consistency builds a lot of trust.
It’s as simple as using a good editing checklist that pinpoints particular things you can watch for in each paper. Now your student can see that your comments are not based on whim or mood, but on specific lesson expectations she accomplished—or failed to meet.
As you review your student’s writing project, this impartial checklist will allow you to comment on the work in a way that helps her feel less criticized. Ultimately, when editing and grading become consistent and purposeful rather than arbitrary or illogical, you’ll see a big change in her attitude—and yours!
For specific ideas, check out editing tips for the faint of heart.
Give Plenty of Praise
Dish out generous servings of praise and positive comments along with your helpful suggestions. Show your student that you notice her efforts; then make gentle suggestions that encourage improved writing without bruising her sensitive spirit. And when you give a final grade, laud her with sincere praise. Show that you notice things she did well and correctly. Remember: if you use an objective grading rubric, you’ll know what these things are!
Watch for the next article in our 10 Stumbling Blocks to Writing series: Stumbling Block #9 – What’s the Point?
Share a comment: Is parental criticism a stumbling block for your children? What objections do you face when you edit or grade their writing assignments?
Leaving a comment at any Stumbling Blocks article enters you into a drawing for a $25 WriteShop gift certificate. You can earn up to eleven chances in the drawing by commenting on all eleven articles. There’s still time to comment on any previous post!
2009 © Kim Kautzer. All rights reserved.
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Are you looking for a writing curriculum that provides you with specific editing and grading rubrics? If so, you’ll appreciate WriteShop I for your 6th – 10th graders and WriteShop II for 8th – 11th graders. Lesson-specific checklists build confidence by ensuring that you only hold students responsible for the writing skills they’ve learned.
December 11th, 2008 — Editing & Revising, Encouragement, Teaching Writing
Correct and grade wisely. An arbitrary grade based on feelings (”This feels like a B-”) won’t help your student become a better writer.
Tip 4: Offer helpful and consistent feedback.
- Use objective checklists to help you pinpoint specific areas to improve.
- Value your child’s efforts. If you stick her paper in a pile and never respond to it, she won’t bother doing her best because she assumes you don’t care.
- Your kids want to please you, so praise the things they do well! An approving tone and encouraging words can go a long way toward soothing the sting of a critical comment.
Though we’re not all strong or confident writers, we can’t let that keep us from investing in our children’s writing. Remember: Writing doesn’t teach itself. Our kids need us. Really! And today, more than ever, there are tools at our fingertips to help each of us teach successfully.
(All of the WriteShop products offer tips and checklists to help you edit and grade your students’ work more objectively.)
Also see Writing Tip 1: Set Boundaries, Writing Tip 2: Process vs. Product, Writing Tip 3: Write Often
August 26th, 2008 — Editing & Revising, Resources & Links
I know a cat that blogs. Really.
His name is Humphrey, and he belongs to our dear friend, Nancy Sanders. Nancy, who also happens to be the author of our new WriteShop Primary series, invited Humphrey to be a guest writer on her blog yesterday, where he offers his own tips for making editing fun.
But don’t take it from me! Here’s “The Humph” himself to share some of his fabulous secrets!
Hi. My name is Humphrey. I’m a cat. You may already know that. But what you may not know is that I’m also a writer. And today, now that you’re writing your [composition], I want to tell you about putting on your editor’s hat.
Do you like to edit your own [writing]? You know—self edit? Come on…really?
I mean, it’s just not the cat’s meow.
But I know I should. I know I’m supposed to. I know it’s what a cat’s gotta do to learn how to be a successful writer. So I decided to break my habit of neglecting this part of my writing life.
The first thing I did was get myself an editor’s hat. You know—first you wear the writer’s hat and then you take that off and put on your editor’s hat? Right? Well, I didn’t have an editor’s hat. So I went out and got one. Like it? It even has a little mouse at the top and this twirly thing to twirl around. It’s purrfect for a cat like me. You should get one, too!
After I finish my first draft of my manuscript, I set aside some time to edit. And now I make sure it isn’t the drudgery it used to be. I make sure it’s fun!
I put on my silly editor’s beanie. It gets me in the mood to have fun, dude. Then I get out my special . . .
Humphrey may be joking about wearing a special hat. Or…not! Nancy shared with me that she’s in the process of making her own editing hat. She’s going to stick velcro all over a floppy cotton beach hat and attach items related to the story she’s writing. Cute idea!
How about a baseball cap with the word “Editor” across the front? Or maybe a favorite beanie? But editing hat or no, once your kids adopt a few of Humphrey’s clever tips, I think they’ll actually begin to discover the JOY of editing.
And if you’re using WriteShop this year, your older kids will be able to apply these ideas while using their Writing Skills Checklists. Give it a try and let me know how it goes!
July 30th, 2008 — Editing & Revising, High school
I’m sure it’s no secret that your kids don’t like to edit their compositions. Unfortunately, by not editing their own papers thoroughly, they place themselves in a “Catch-22″ position; that is, though too lazy to edit their own work carefully, they fall apart when they see all the changes you suggest! Sound familiar?
This is how they think:
I don’t like editing. It takes too much time. Besides, I like my paper just the way it is. It sounds good to me. Anyway, if I don’t proofread, Mom will find my mistakes. Why go to all that time and trouble to find mistakes and (perish the thought!) correct them when someone else will do it for me?
However, when their parent-edited composition comes back, they sing a different tune!
You’re always so critical! I can’t do anything right. My paper is too marked up. I thought my composition was fine. I didn’t see all that stuff when I read it!
Granted, not all students think this way. However, in our experience over our many years of teaching writing to nearly 200 students, we have learned that many, if not most, do become lazy as time goes on, self-editing less and relying on our comments and suggestions more.
Here’s how we began to think!
What’s with all the ‘to be’ verbs? She used six but only circled two. And she marked her checklist saying she didn’t use more than two. Hmm.
Wow! Look at all the weak words–very, really, had (twice), went (three times), and a lot. That’s odd–he marked off the box on his checklist saying he avoided weak words. I wonder why he didn’t underline them on his rough draft?
There’s no sentence beginning with a present participle, and I can’t find her simile. But she checked the box saying she used all required sentence variations.
Once upon a time, we used to find these errors for our students and suggest ways to fix them–and then we got smart! We began to realize that we were doing them no favor by spending an hour poring over each paragraph rather than requiring them to make greater editing efforts themselves.
Here’s the bottom line: put the responsibility back on your students to do their part in this learning process! When they turn in their self-edited draft to you, give it a cursory glance. If you find too many problems showing evidence of poor self-editing, return it for additional proofreading before editing it yourself.
Specifically, look for overused “to be” verbs (is, am, are, was, were, be, being, been), repeated or weak words, failure to use all required sentence variations, too many spelling errors, and failure to follow the assignment’s directions for content. If you find that even one of these areas has been neglected, send it back! You will teach students to improve their own editing abilities, and you will save yourself a great deal of time as a bonus!
Copyright 2008 © Kim Kautzer. All rights reserved.
From the archives.
July 17th, 2008 — Editing & Revising, WriteShop
To most parents, the process of editing and evaluating your teen’s compositions does seem like an overwhelming, subjective effort. It’s usually pretty easy to spot spelling and grammar mistakes and other problems with mechanics. But grading for content and style is another thing altogether!
Have you ever said anything like this?
- I can’t quite put my finger on what’s wrong.
- I’d say this essay feels like a B+.
- I love the story, but I don’t exactly know why. It just…sounds good.
- I hate grading. I’m always afraid I’ll either be too easy or too hard on my child.
- I never know what I’m supposed to be looking for.
I have a junior high boy who hated writing because he (and I) felt it was so subjective. WriteShop . . . breaks it into objective little pieces with skills to practice, examples for visual learning, and student checklists so a reluctant writer has a clear path to follow. It takes the guesswork out!
For the parent, there [are] Teacher Writing Checklists to make specific, encouraging comments to help the student revise his work. The best part is the objective scoring of each component.
My son went from being a C writer to an A writer in just one year! I thought he would never be a straight A student all because of the problems in writing. Well, he is this year thanks to WriteShop.
WriteShop can help
Happily, as Christy and others have discovered, the process is easier and more objective than you think! Knowing what to look for and having clear expectations can take the anxiety out of this task. Since teen writers often make the same kinds of mistakes, the Teacher’s Manual for WriteShop I and II addresses these common areas. In the tabbed sections of the Teacher’s Manual you will find:
- A step-by-step guide through the writing and editing process
- Instructions for using the Student and Teacher Writing Skills Checklists
- Pages of positive comments to encourage your young writer
- A section that helps you identify and correct problems specific to each WriteShop lesson
- A section highlighting the most common problems of mechanics
- Edited samples of student paragraphs to serve as models (this section also contains lessons designed to help you practice and develop confidence in editing)
Learning to edit a composition is a process for both you and your student. WriteShop’s comprehensive Student and Teacher Writing Skills Checklists take the intimidation and guesswork out of editing. Because your teens know what is expected, they also respond more positively to suggestions for improvement.
The more you edit and revise, the easier it will become for you. Familiarity produces recognition. You’ll quickly become adept at spotting repeated words, “to be” words, and misplaced modifiers. Soon they’ll just jump out at you. But in the beginning, you’ll need to search for these mistakes.
It’s actually more objective than you think—especially when you have WriteShop’s detailed checklists to help you look for specific things, including:
- Topic and closing sentences
- Over-used or repeated words
- Vague or weak words
- Passive writing
- Use of sentence variety
- Correct use of the lesson’s content and style requirements, such as including all the elements of a narrative or using emotion words
- Avoidance of run-on or incomplete sentences
And here’s a bit of encouragement for you: Even if you only address half of these, your student’s writing is bound to improve! So don’t worry about doing it “perfectly.” Just begin offering concrete suggestions and you will see improvement right away.
Your student’s role
But it’s not all up to you! Your teen plays a big role. Asking the following questions of your student’s composition will address his or her two biggest stumbling blocks to success:
- Did my student follow the assignment’s specific directions? She will avoid countless problems later on by doing exactly what the lesson requires.
- Did she correctly use her Writing Skills Checklist, including using colored pencils on the “sloppy copy” (rough draft) to underline and circle as the checklist directs? Students who diligently use their checklists to find errors and make changes, and who earnestly look for ways to improve their compositions, will be more successful writers than those who sit back and let you do all the editing for them.
WriteShop I and WriteShop II have a proven track record! Using the program will help prepare your teens for advanced high school and college writing. But don’t take my word for it! Christy and Dottie have said it better than I ever could.
When I placed two of my daughters in WriteShop I, I had no idea how greatly it would impact them. My youngest daughter took WriteShop in 7th grade. Now in 9th grade, with little other formal writing instruction, she is still applying the techniques she learned two years ago.
Her older sister did WriteShop I in jr. high also. She is now in college and was asked by her composition teacher to work in the English lab helping other students with their writing. I attribute this honor largely to the skills she learned in WriteShop I many years ago.
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Do you struggle with teaching, editing, and grading your teen’s writing? Are you looking for ways to make the process of teaching and grading writing less subjective? Perhaps WriteShop is the answer. Visit www.writeshop.com and poke around. About WriteShop and Parent Testimonials may be good places to begin.