1. A KINDER, GENTLER MEANS TO GUIDE STUDENT REVISION
Questioning to Revise
A KINDER, GENTLER MEANS TO GUIDE STUDENT REVISION
PRESENTED BY NANCY PACE-SKINNER, SMWP CO-DIRECTOR

2. THE ISSUE:
My students struggled to revise their writing even with “teacher corrections.”
The textbook forms intended to guide revision of writing did little to improve the final product.
“Final drafts” consisted of bad first drafts recopied, errors and all, in ink or word processed.
Student success was low; teacher frustration was high!

3. ONE SOLUTION:
As I considered the issue with students’ lack of revision, I found a book, After the End by Barry Lane. The book was filled with strategies to help students revise their writing. One strategy in particular, using questions to help revision, appealed to me. I adapted the strategy, refined it over several years, and currently use this strategy with my students. (More on that later) From all reports for other TCs, this process can work with any grade level including kindergarten!

4. TO BEGIN...
In order to practice the process of using questions to help revision, you will need a piece of writing.
Find an item in your possession (purse, wallet, pocket) that holds some meaning to you.
Share the item with your “elbow” partner.
After sharing and listening to your partner share, write about the item for 15 minutes.

5. A Word About Questions
Students are not always great at asking questions, so here are some guidelines that may help improve their questioning…
Ask questions to improve SPECIFICITY
SENSORY details (colors, textures, smells, tastes, sounds, movement, etc.)
INFORMATION details (names, dates, locations, events)
CHARACTERS (personality, how they speak, how they look or move, what others say or feel about them)

6. More About Questions
Ask questions to improve PLOT of a narrative (sequencing, confusing or missing parts of the story, beginning or ending issues)
Ask questions to improve the ARGUMENT or COUNTERARGUMENT (question evidence, the connection between evidence and the claim, or examples to illustrate reasons)
Ask questions that guide WORD CHOICE, TRANSITIONS, CRAFT
Ask questions to help the writer be sure the PROMPT is answered if that is part of the assignment.

7. MODELING THE PROCESS I will read a narrative aloud at least two times.
The first time, just listen.
The second time, begin to write questions that occur to you (see the handout for some suggestions).
The goal is to come up with at least 5 questions.
I will record several of your questions and demonstrate my process as a writer to begin the revision process.

8. QUESTIONING TO REVISE: YOUR TURN
Here’s the process…
You will work with a partner (or two).
Partner A will read his/her piece aloud first while Partner B & C listen. B & C will then write questions during the second read (minimum of 5 questions each).
Repeat the process for Partners B & C.
Share questions and answers if time allows.
Be sure to give the questions you write to the correct partner!

9. CALIFORNIA STATE STANDARDS
College and Career Readiness Standards
Speaking and Listening
CCR Anchor 1: Comprehension and Collaboration - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Writing
CCR Anchor 3: Text Types and Purposes - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

10. CALIFORNIA STATE STANDARDS (CONT.)
Writing (cont.)
Production and Distribution of Writing
CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
(There are other standards addressed but not included on the list.)