Finally, discuss what went well and what could be improved in the editing steps that were modeled. While the students are working in groups, move from group to group to check their understanding of the editing process and use of the checklist.
That student works through the items in the self-edit column as the other students observe. Then have a volunteer fill out the peer-edit column so that all students can hear and view the process.
The interaction between peers will help make the editing process more explicit.
Model the use of the self-edit column with the displayed text, with you assuming the role of author. Have students work in groups of two or three to edit one piece of writing.
Prior to having students use this tool independently, it is important to model its use. It is helpful to select a student who has a good understanding of the criteria on the rubric, such as proper grammar and punctuation.
It is helpful to put the editing checklist on an overhead projector or document camera so all students can see the process. Then, as you observe students during the editing process, you can rate their level of effectiveness as an editor by using simple marks, such as: This tool serves multiple purposes, including: After the self-edit is complete, discuss the process with the students.
To do this, display sample text on an overhead projector, document camera, or SMART Board so that all students can view it. Next, choose another student to serve as the peer editor for the piece that was just self-edited.
Afterward, include the entire class in a discussion about the process itself and ways in which the editing session will help the author and peer editor improve on their writing. Please note that the revising stage precedes editing.
Have the two students sit in the middle of the class so that all students can see and hear them as they work through the peer-editing phase. When they are ready for the editing stage of the writing process, students should edit their writing and then meet with a partner to engage in peer editing.
Student should have already worked through content revisions before reaching the editing step. To do this, first choose one student to model the self-editing phase. Before you begin, be sure to model and discuss each step of the writing process prewriting, drafting, revising, editing, and publishingpreferably using a whole-class story or class newsletter article.Revising/Editing Strategies Revision is the ongoing process of improving the content of a piece of writing.
Writing can be improved through the addition or deletion of prose contained in a piece.
The following checklist will help you proofread, edit and improve your written work. When done, ask a classmate, When done, ask a classmate, parent, or a teacher to proofread it again. PEER EDITING / SELF EDITING 3. PROOFREADING CHECKLIST 1.
Make sure that every sentence begins with a capital letter and ends with a period, questions. SENTENCE FLUENCY _____Every sentence in my paper is grammatically correct. I checked. _____Sentences begin in different ways.
_____I used transition words to show how ideas connect. Revising and editing are two essential pieces of the writing process. Revising refers to improving the content of the writing (ideas, order, clarify) while editing focuses on. Editing ; Student Proofreading Checklist Student Proofreading Checklist.
Help students to go beyond a spell check by using this in-depth checklist for grammar, usage, mechanics, and spelling errors. Go back to school with these 5 brand-new books from TeacherVision partner Candlewick Press!Download