I hope you had a chance to visit all of the blogs during our week-long blog tour talking about Jeff Anderson and Deborah Dean’s new book, Revision Decisions! Today is your last chance to leave a comment on any of the blogs — including this one — for a chance to win a free copy of the book!
Here are some highlights from the tour:
Jeff Anderson and Deborah Dean have a new book that deals with revision in grades 4 – 10. Revision Decisions: Talking Through Sentences and Beyond is a professional book that will help students realize that reseeing, reformulating, redesigning, rethinking, recasting, reshaping, and retweaking isn’t so scary. In fact it can be fun! (Yes, I wrote FUN!)
Writing is messy. As teachers we need to provide our students with opportunities to see our struggles as writers. When students see us revise (i.e., rewriting, throwing out chunks of text, adding new parts), they’ll come to understand that revision is a natural part of the writing process.
Great writing usually doesn’t pour out in first drafts. All writers need time and space to revise sentences, paragraphs, or whole pieces of writing multiple times to get it right.
Q: In a school system where standardized tests only value quick, rough drafts, how do teachers help students value revision?
Jeff: Great question. A few things come to mind. This same conundrum faces middle and elementary teachers as well as your high school students. First, when we revise often, our first drafts get better each time, right out of the chute. So, the playing with sentences we call for in Revision Decisions lessons, prime our writers best craft to the surface. In exploration and discovery of how sentences can be put together, young writers minds are opened to possibility. These possibilities eventually get applied (sometimes with our nudges). As the Writing Next report (2007) concludes sentence combining is a proven pedagogy for improving student writing in grades 4-12. So there’s that. But also most standardized writing test have a test on revision, editing, and grammar. To pick the best sentences, students need practice at this kind of evaluating, and this is just the kind of practice they’ll get in Revision Decision lessons.
Deborah: We’ve had quite a few teachers ask this question; there is so much concern about testing! But we both believe (and our work with student writers seems to show) that this kind of playing with sentences improves even students’ one-shot writing, which is often all they have time for on tests. After this kind of playing around with sentences and paragraphs, they have more ways of using language effectively stored in their heads, so they can use it spontaneously as well as in situations where they have time to revise and craft more carefully.
When Jeff told me that he was working on a new book with the brilliant Deborah Dean, I couldn’t wait to get my hands on it. If these two thought leaders had something new to teach me, I wanted to learn. Revision Decisions: Talking Through Sentences and Beyond pushes our thinking as Jeff and Deborah introduce a framework for teaching students how to revise. By framing and naming revision techniques in ways we can model and practice with students, Jeff and Deborah help teachers understand the revision process and move students forward as writers and thinkers.
Focusing on the importance of sentence combining as the foundation of good revision, Jeff and Deborah offer a framework that supports writers first, then their writing. Trust, practice, risk-taking, play—without these fundamentals it’s difficult to engage students with revision.
From this supportive foundation, Jeff and Deborah move teachers step-by-step through model lessons that show young writers how to examine mentor texts, reflect on techniques, and hone in on targeted changes that improve their own writing.
Rich with resources, Revision Decisions offers lesson sets, anchor charts, authentic sentence models from children’s authors like Sarah Albee and Albert Marrin, and conversations from students as they ask questions and learn to revise.
Q: How do you balance teaching “revision decisions” with authentic pieces of student work against these constraining types of test questions? In what way are we able to have students transfer their knowledge of grammar from their “revision decisions” into the reality of test prep?
Jeff’s Response: The cool thing about the concrete acts modeled and experimented with in Revision Decisions is that they are based in a sound research-based instructional methods and help prepare kids for test. Sure, it will work best for critical thinking, revision, and sentence combining questions that students are sure to encounter. It’s not so much about editing; however, since we only use grammatically correct sentences to play with and combine, they are getting exposure to correct texts as they reformulate and revise.
Thinkers. That is what we want our students to be in our classroom, in the world, and even on tests. Thinkers. Thinkers evaluate what best communicates and idea, analyzing, testing it. This is all built into the lesson cycle or progression in Revision Decisions.
2 comments November 14th, 2014