Then, we discussed the writing into the day as a whole class.
- Revise as many times as you can because your can't get your thought process out in one draft.
- It is uncommon for writers to make beautiful first drafts. You should pressure yourself to write perfect first drafts.
- Revising is very important because you need to make sure it is coherent, interesting and grammatically correct. You don't know how it sounds until you read it.
- The writers should reread to make the paper come alive.
In small groups, we discussed the questions on slide 23 of the PowerPoint. In whole group, we said:
- Revision looks like marks on your paper, editing, moving sentences, adding things. We want to make sure the final draft looks good to us.
- Revision has looked like just changing a few words or sentences.
- It is going over the paper many times to see what you haven't found before.
- Revision lets you catch mistakes and makes your paper look more professional.
- Megan's definition of revision seems to be a challenge. Finding mistakes is like winning the game. The definition seems very thorough.
- A teacher wants to give your paper a boost and to help you organize more or catch your mistakes. It's up to the student to change them or not.
- In high school, we learned how to use the process and how to use it well. In college, we are here to learn why to use it well. And it'll involve feedback from multiple sources.
- REvision isn't a process that happens once. it happens throughout the process.
- Even if it's as simple as one person saying that a sentence doesn't make sense, it gives you an area to focus.
- Revise gives your paper shape. It gives it life.
- Revision is checking and rechecking your words.
- For teachers, revision is about motivation. They are motivated to see how far you've come. For students, it's about value. They value expanding on their potential.
- We revise everything automatically.
- The definitions of teachers and students are the same. The focus is different though. Students are concerned about the sentence level like spelling and grammar. Teachers care more about the content. So it depends on what you're look for.
- There is a subconscious thing. The teachers define what the students thing. So you pick up the teacher's way of revising. The teacher molds you and teaches you what to look for when you revise.
- As people, we want to make sure we make things the best they can be and that we are expressing ourselves as best as a can.
- Teachers in high school revised for us. They told us what to change. We learn how to revise ourselves over time.
- A lot of teachers to peer revision over time. They need to read like 150 papers.
Do you value your peers' feedback more or less than you value the teacher's feedback?
- The teachers know the technicalities, the rules. Peers can still tell you if it makes sense or if it's interesting.
- It's a trust thing. Whether you trust your peers with your paper or now.
- What is you tell them the wrong thing?
- You get to decide whether you take your peers advice or not
- You can learn as your read and respond to others' work.
We discussed the definition of revision with the handout on Moodle. We also completed the Revision Activity in small groups. We determined that the first example is not thoughtful revision. The second example could be thoughtful revision if the writer was considering reorganization throughout the paper (instead of just moving one sentence in the whole paper). The third example is thoughtful revision.
Homework:
- Post a daybook reflection on your blog before 7:30 AM on Monday.
- Read "7 Ways High School Prepares You for Failure."
No class on Monday.
No comments:
Post a Comment