students trading papers and reverse outlining each others’ work (not necessarily reading each paragraph in detail, perhaps just looking at the first sentence to try to get the main idea), followed by conversation within each pair about the above I have tried hotspotting and glossing and they lead to ____. This is time-consuming, but it also works. You might even take out large sections of the original writing and reorganize the rest around your new writing. ], and in order to escape: “I did not long deliberate but took up the hatchet he had brought and, summoning resolution I, with three blows [she took note to count them, apparently], effectually put an end to his existence [axes will do that].” She managed also to lop off his head, quarter the corpse, and drag it half-a-mile to some foliage she figured could use the fertilizer, and hid it. Here are 15 ideas you can try tomorrow. Whom does the piece address? If not, can you at least point them out? Even if they have paraphrased the source, highlight it. An Author’s Note gives responders the context they need to have in order to know how to respond to your writing. Description: Through visuals, this activity asks students to differentiate between summary (this is what happens) and analysis (this is why it happens) by watching a movie clip twice and writing two different texts in response. When it’s finished, ask them to turn their papers over and write a one-paragraph analysis. Now put your piece back together. Copyright, Course Materials for ENC 1102: Strand IV "American Culture -- The Popular, The Personal, The Political", Our Own Words / The James M. McCrimmon Award, Developing Source Dialogue—Revising Researched Writing, Make it Interesting/Make me Want to Read it: Catchy Openings, Proofreading Pitfalls Handout for Self-Editing, Raising the Stakes: Adding Tension and Intensity to a Story, Stylistic Revision: Maximizing Clarity and Directness, The Wet Beagle: Show Me, Don't Tell Me Workshop, What Is It? Offer the writer a response s/he can handle; don’t overwhelm the writer, but be substantive in your response. A white boy, who appeared to be about eighteen or nineteen years old, came pedaling a bicycle casually through the neighborhood” (3). An easy exercise for demonstrating descriptive writing - and descriptive responding. If each sentence has the same subject/verb structure, it might not be clear which sentence carries the most meaning in the paragraph or which ideas are subordinate to or embedded within an idea. Things We Want to Hear Only on Mostly “Finished” Pieces: Giving the writer time to talk through their writing. 1. Suggestions need to be offered with an acknowledgement of the range of rhetorical choices available to the writer and with recognition of the potential effects of consequences of those choices. –Octavia Butler, Kindred. Discuss how their revisions have changed the story. Dispose of it somehow. This kind of response helps writers when they are ready to know whether or to what degree their writing is producing the kind of effect for which they are striving. Discuss ways to tighten the language, avoiding clichés and generalities. –Jeffrey Eugenides, Middlesex, “I lost an arm on my last trip home. Benefits for you: You can evaluate how well students understand course concepts by watching how they teach each other during revision activities. Which least? This is not so in life. By following a set of questions provided by the instructor, students will write a prose style response – not just a list or catalog. The weather is splendid and so is the company. Are the purpose and the message (controlling idea) clear in the piece? Early on and again as fresh ideas or ways of seeing a piece of writing develop. The design of this exercise is to assist with sentence-by-sentence revision, thereby maximizing clarity and directness. Have students try this with highlighted source sections of their drafts. How? How can we make it better? For some students this begins to happen internally or through what we call “thinking,” unvoiced mulling, sorting, comparing, speculating, applying, etc. . This behavior of college students can demotivate lecturers, demanding the inclusion of certain creative and interactive teaching techniques. Soliciting—Could you say more here about... Connecting—In my experience, this… That’s like what x says… I saw some research on this…, Evaluating—This opening is focused, well-developed, catchy…, Counterarguing—Another way to look at this is…, “How can you actually believe that crap?”, “This has nothing to do with the paper, but this reminds me of when I . All students stand and push in their chairs. Procedure: Start by reading aloud, or writing on the board (if you have an interactive classroom there are even better ways) the following title. Suggested time: A full class period, continue as possible homework assignment. 2. Take a moment to diagnose the different problems these papers may be suffering from. BUILD-A-SENTENCE. Sometimes it is very helpful to read aloud or talk through a piece of writing in the company of others who are simply listening deeply. Just then the sky opens up. Project the example paper on the overhead screen and workshop it as a class, going paragraph by paragraph. In order to write a paper for a class, students need ways to move from the received knowledge of the course material to some separate, more synthesized or analyzed understanding of the course material. So, the title became the description. Pointing involves letting writers know which words, phrases, or images stand out. You might better leverage your time by receiving quality work that actually takes less time to evaluate. If not, what makes you think that readers will be inclined to accept them? –Edwidge Danticat, The Dew Breakers, “By our second day at Camp Crescendo, the girls in my Brownie troop had decided to kick the asses of each and every girl in Brownie Troop 909” (1). Purpose: This short paragraph makes a good handout, or discussion-started on the overhead some time before the final drafts of a paper are due. –Nathan McCall, Makes Me Wanna Holler, “He came to kill the preacher. Do they speak to that audience? We recall the common phrase “G.I. The 3-4 students return to the front of the room, once they have pinched a thumb, and the class raise their heads. Purpose: This exercise focuses on research article revision. Who cares about ferns? Joe and his friends race for the lake to get cold water on the bites, and one of Joe's friends goes too far on the plastic raft, which deflates. Are these readers best able to address or think about the issues raised? –Nick Hornsby, High Fidelity, “I was born twice: first, as a baby girl, on a remarkably smogless Detroit day in January of 1960; and then again, as a teenage boy, in an emergency room near Petosky, Michigan, in August of 1974” (3). Now discuss the closing paragraphs of the essay, describing what’s working, what they notice, what strikes them, what doesn’t, etc. Students need to, for example, “rehearse” words, phrases, introductions, and thesis statements with each other during the revision stage. Purpose: To prepare students for workshopping and the writing of their first paper. This works in conjunction with any number of papers in the 1101 and 1102 strands, particularly well if the students are doing analysis of visual texts in their papers, though it can be adapted for written texts as well. Nursery rhyme plays on our common knowledge and we recall the rest of the tale, makes us curious about how this one will turn out, Begins in mid-phrase, requiring us to fill it in, leaving us hanging. Joe has two choices: try to outrun him or stand perfectly still and hope he's interested only in a moving target. This reflective writing activity is predominantly used for revising drafts, but it can be useful in writing and thinking about other texts you read for class—your peers’ and other authors’. Why? What kind of “moves” does the text make (addressing counterarguments, using examples, citing statistics or authorities, etc.)? Above all, aim to send the writer away from the response session excited about her/his project, and confident that s/he knows where to take it next. Or, you perhaps you will come to prefer having most of your drafting completed and the text fairly well organized before you look for some feedback. Is the form right for these readers? students do attempt revision, they usually make surface, cosmetic changes: fixing a comma or a few misspellings, or perhaps rewording a sentence of two. Students clear off the desk and leave just the checklist and their papers on the desk. –William Henry Lewis, “Shades”, “My desert-island, all-time, top five most memorable split-ups, in chronological order: Why do students resist revision? It is helpful to think about how a piece of writing is or is not working, whether it’s your own or someone else’s. Choose one with an overtly opinionated bent/bias that is sure to elicit a response. Part I: Avoiding Passive Voice [Create passive voice handout with examples if you feel it is necessary.]. Ask students to rewrite a specific scene from the perspective of another character. Next, ask yourself how that paragraph functions as a part of your overall piece. How many steps did it take? You can repeat with new letters as many times as you like. Show how/not. ), How does the size of the book make you ironically interested in terms of the title? Biology activities and lessons allow students to investigate and learn about biology through hands-on experience. What are key words or phrases that help you understand what the paragraph is saying? 2. Creating Revision Plans from Feedback. The essay I use (for the first assignment) uses a flashback and "show don’t tell" techniques to try to tell the story of an entire night in actual time of a few minutes (both flashbacks and showing are new to and risky for students). Get rid of your object. Suggested Time: This could easily take an entire class period. My left arm” (9). Discuss what they came up with in their summaries, having them read their actual texts aloud. For a video clip, something like Michael Moore's interview with Marilyn Manson would work. How are readers drawn in and kept reading? You might be in the process of finding a better one. Example of a situation worth reading about: At the picnic, Joe sets his picnic basket on an anthill. Do you want to read it? In your author’s note or writing plan, focus on two things. Try varying the sentence style in different parts of your essay. This is the last kind of feedback writers need before they turn in their work to an instructor or make their work public. Title of a Sport’s Illustrated article, by Rick Riley. That will take less time. Usually, their sentences are at the bottom of the list, and often, many of the writers do not recognize their own sentences. Are there possible directions for this draft to take, places where it isn’t accomplishing what you had hoped? Which ideas could be extended or recast? They rarely take these trips together, but Joe is confident they will enjoy whatever film he chooses for them to see. Florida State They bowl three games together, and each person wins one game. The first paragraph on page 3 isn’t working for me, what are some strategies I can use to revise? Here the reader encourages the writer to consider whether or to what degree the text is responsive to an assignment, grading criteria, or, in the case of public writing, to the needs and expectations of its audience given its purposes and the context in which it is being offered. Offer the writer concrete suggestions for revision – send her or him back to specific places in the text to do some work. Try to keep them focused on plot so that they understand the genre conventions of summary. : I had my roommate read this piece and she suggested these changes. Experiment with rearranging the glosses into different outlines. Revision can frustrate both students and teachers. Essay Resources, Essay Writing, The Writing Process, Writing Process, Revision, Revision Exercises, Revision Videos, Revision Information College of Arts and … Sarah Kendrew.” (3). Do your ideas develop in a logical way? For example, short, quick sentences might be good in an essay that has a fast-paced or suspenseful feel. Is it clear what the writer wants to audience to do/think/believe after reading this piece? ), The kind of response you want, specifically. Afterwards, as a revision and energizer, you can let the students solve eachother’s jigsaw puzzle. Does it add to the existing conversation about this topic? Explain or give an example. 6 Interactive Classroom Activities for College Students. Now, rewrite the following situations to make them more interesting: Dull Situation #1: Joe, his roommate, and his girlfriend take a trip to the bowling ally. 571 Downloads General revision of skills that leads them to new perspectives, understanding, questions, reactions about the course material. Although we often tend to forget this, it’s also true that we often gain insight into our own writing by reading and responding to others’. Revision tips; Revision tips. 5. scene from a film, such as the clip from Pulp Fiction in which Vincent and Jules go to the apartment of the boys who have stolen Marcellus Wallace’s briefcase (Play it from when they walk into the apartment until they shoot them). How heavy is it? . Reread the draft, marking (underline, highlight, star, etc.) Styles a metaanalyiss comparing women and music a history of american homes the same number of buyers and sellers lowered. Choose a draft that you’d like to develop. Your object is lying next to several other things. In a letter from a gentleman to a friend. You look around the room and see your object. The game ends in a tie, and everyone shakes hands afterwards. It can also be useful when writers have too much concern about audience too early in the process and are stuck. Put the object close to your eyes, so close that it becomes blurry. (“As I read the third paragraph, I am frustrated/relieved/ interested/confused...”). Ask the writer probing but supportive questions about the text and its subject; aim to keep the writer thinking hard about the nature of her/his task. Active listening can also be useful when a writer is trying to work out a complicated idea or argument. (E.g. Have students implement this exercise in their own work for the next revision. Whatever we want kids to do in their writing, we have to provide models for them. As the final step of the exercise, have students rewrite introductory paragraphs to maintain the “more interesting” voice throughout. . Crucially, however, too many students fail to use... 3. Many times we start sentences with the same word over and over (like “I” or “You” or “He/She”) and the verb immediately follows. (From Popular Culture in American History, Jim Cullen ed. (If you are working on a computer, copy the passage and paste it to a new document). Both of them are now married, and they each discuss how happy they are in their respective relationships. Once you feel you’ve got sufficient conversation/dialogue generated on paper, ask a few students to read their replies as you reread the "source" (like a script), creating an actual conversation. People also had much longer attention spans and fewer competing stimuli!”. This exercise works well with an early draft of the short story assignment. What has the writer not considered about this subject? Every time you see one, stop and make sure you’ve used it specifically and in accordance with the punctuation rules you’re following. This scene works well because there are a number of unanswered questions in it. Some parts of this site work best with JavaScript enabled. They all have a great time. A successful clip is suggested here, but you will need access to whatever you show (via DVD, uTube, etc). Why/why not? Read and stop on every verb to see if they are all in the tense you have chosen for your paper. Make note of what delineates a good summary on the board (features like tone or objectivity, selectivity or inclusivity, etc). On the way in he gashes his foot on a broken bottle. 5. This could be a sentence that expresses a thought-provoking idea, a strong or startling image, a central tension, or a place that could be explored in more detail. Once he enters his hotel room, he calls her long distance to tell her everything. Is it better? So he arrived early, extra early, a whole two hours before the evening service would begin” (193). ), A statement of where the text is in the process of development. Review the rubric or revision checklist. Problematizing is most useful after a writer has a strong sense of her argument and a rich draft. Overall it is a "show, don’t tell" exercise. If the writer knows the audience and purpose for the piece, try to read it with those in mind. Give each student a colored pen or pencil and a copy of the editing symbols sheet for reference. UNL web framework and quality assurance provided by the, Apply to the University of Nebraska–Lincoln, Give to the University of Nebraska–Lincoln. 5 Revision activities for the classroom Show me the answer!. Have students look at a sample paper with comments first; then engage them in a discussion of how to prioritize and use feedback. Put your object under your nose. Write the one-minute paper Allow students to unscramble the words on their paper. Read through them quickly (… ), Your own writer’s assessment of the piece. What does it remind you of? Afterward someone asks Joe how his picnic was. What purpose does it serve? Give an example of how two ideas are either connected or disconnected in the piece. Read for semicolons or apostrophes or colons. By Top Hat Staff • May 27, 2018. Since these verbs have different connotations depending on the context in which they are used, you will want to be sure to re-read your sentence and choose the verb that is most appropriate for your intended purpose. You can also design the puzzles yourself and let the students make them. 2. Dull Situation #3: Joe travels across the country to visit an ex-girlfriend. These places are the “hot spo… More importantly, can they identify the voice of a source over their own? What do you have to change about the text to include the new writing? They should pretend that they’re talking face-to-face with the author or speaker replying naturally and intelligently. Mentor sentences aren’t the only way to get students implementing grammar skills in writing. Procedure: Write a 3 page draft on the same topics your students are writing. If he/she failed to do so, he/she may also ask certain questions related to what was discussed in the introduction to identify the person. Are there places where the cohesiveness of the piece breaks down, where the focus is lost? Of course, once returned home by her rescuers, she is reunited with her father, who’s so happy to see her again he dies and leaves her a handsome fortune. Once you figure out what your particular patterns are (and this may take awhile—first to find the subjects and verbs and then to see the pattern), then try varying your sentence patterns. Rather than tell my students what to do I show them in my own paper. Joe even promises to help tutor one of them in math, and his girlfriend buys everyone sodas. GCSE exams 2021: 3 revision … How do we know this? What does the scent remind you of? Have students read “Out from Under the Rug” (2006-7 OOW) before class. You walk over to your object. places where you think your writing is working. What idea are you trying to get across? How to get students to revise properly: a guide We know the best ways for students to revise – but getting them to use those methods is another matter, says Mark Enser. This kind of feedback is absolutely necessary, but useless if offered before other, deeper revisions are completed. Read your essay just for commas. Ask the students to break into pairs and read each other’s drafts in search of summary, circling the portions they find. Wordle: Have students create a Wordle for the course. They should then write a creative response using the following questions or a similar format: In order for students to successfully complete the exercise, each question must be answered in sentence form. Concept map: Have your students create a concept map for the course. Is the piece focused? You may wish to print the draft out and use the light board, as actually writing on the draft is helpful for modeling good feedback. As you workshop, praise comments that are useful and don’t let students give responses like "I like that" or "I don’t like that--it sucks." How can the writer show that the position in this piece is more appropriate or useful or just plain right than others? Penny Hardwick. They feel that whatever they’ve written is set in stone and cannot be changed. 4. See more ideas about revision games, revision, teaching. Comment on the expectations readers are likely to bring to this piece because of its form (Example: Readers of pamphlets will expect a readable design and quick, concise chunks of information...), How do the different parts of the piece affect you, especially as you imagine yourself as one of the intended readers for the piece? I also show them uses of language, such as ways to use curse words effectively in an essay. Fun writing activities for college students for example college application essay. Additional Information: This exercise is a lesson in language, not in grammar. It is somehow different from what others have been saying? She’d been growing Indian corn ever since.
2020 revision activities for college students