1. CHAPTER 4
STRATEGY FOUR
EDITING AND REVISING
INDEPENDENTLY:
USING A CONSISTENT
DEVELOPMENTAL
POLICY IN EVERY K-12
CLASSROOM

2. • In order for students to be able to
improve the quality of their work, they
have to learn to make their own shots.
• Practice depends on the concept of
revision.
• The teacher needs to become a
genuine coach, a coach who gives
feedback and has the learner make
the improvements, and accepts that
these improvements will be gradual.

3. The focus should be on teaching
editing and revising in every class
with specific , selective, and publicly
shared developmental strategies.
Students need the collective help of
all their teachers in building their
language skills.
Students need to be taught how to
listen, read, edit and revise.

4. EDITING AND REVISING
 Revising
editing that involves writing something
again
To see again and to give power and
clarity to expression.
REWRITING

5. EXAMPLES OF REVISION
 changing a whole paragraph from passive
to active
 reorganizing to provide a single, clear,
over-arching structure to your paper
 refining a thesis statement and supplying
new evidence to support it
 introducing opposing evidence (by citing
authors who make points that challenge
yours)

6.  ...and by refuting that evidence (by citing
additional evidence that answers the
challenges)
 deleting paragraphs that do nothing to
advance your argument, and replacing
them with additional paragraphs
(supported with evidence) to fill the space
 in a technical paper, offering a
troubleshooting guide, or writing a new
"experts" and/or "beginners" section to
address the needs of that specific group.

7.  Editing
involves reviewing text written on a technical
topic, and identifying errors (grammar,
punctuation and use of words) related to the
use of language in general or adherence to a
specific style guide.
To refine and clarify so that others can make
meaning from our communication.

8. EXAMPLES OF EDITING:
 deleting needless words
 correcting spelling or awkward phrasing
 changing, standardizing punctuation
 moving sentences or paragraphs
 adding or improving a transition
 converting a paragraph to a bulleted list
(and vice-versa)

9. Students need to genuinely
understand the logic and purpose of
grammar.
Grammar is “covered”; it is not
learned.

10.  The following outline establishes
appropriate expectations for the
development of students’ editing and
revision skills according to their
developmental level. The goal is that each
student will eventually learn to work
independently on the designated editing
and revision tasks at each of these levels:

11. ALL STUDENTS IN GRADES K-
2 WORK INDEPENDENTLY TO
 Edit for
End punctuation
(period, question mark, exclamation point)
Exclamation point (!) suggests
excitement or emphasis in a sentence.
Ex. I can’t believe how difficult the exam was!

12. Question mark (?) suggests an
interrogatory remark or inquiry.
Ex. What has the humanity done about the growing
concern of global warming?
Period (.) denotes a full stop at the end of
the sentence.
Ex. The accessibility of the computer has
increased tremendously over the past several
years.

13. Capitals at the beginning of each
sentence
Ex. The students have very little free time
because of heir exams.
Capitals in proper names
Ex. Dorothy and her family went to Egypt.
Complete sentences by reading
aloud

14.  Revise for
Replacing one word with a better word
Ex. Drink your medicine.
Take your medicine.

15. K-3 WORK INDEPENDENTLY
TO
Edit for
End punctuation
Internal punctuation for commas
We use comma(s) when:
denoting an appositive
Ex. Bill Gates, CEO of Microsoft, is the
developer of the operating systems known as
Windows.

16.  denoting a series
Ex. The fruit basket contained apples, bananas,
and oranges.
your subject has three or more
adjectives describing it.
Ex. A deep, powerful, resonating sound caught
our attention.

17. Capitalization
First word of every sentence
Proper names
Subject/verb agreement
The train arrives at noon.
The trains arrive at noon.
Proper tense
Fuzzy spelling
bourgeoisie

18. Revise for
Embellished adjectives
Variation in sentence length
Paragraph formation
Engaging openings

19. 8 WORK INDEPENDENTLY IN
ALL SUBJECTS TO
• Edit for
– End punctuation
– Internal punctuation (comma, semicolon,
colon, quotation marks)
Semicolon (;) is used to
 Separate 2 related but independent
clauses
Ex. People continue to worry about the
future; our future to conserve resources .

20. Separate a complex series of items,
especially those that contain commas.
Ex. I went to the show with Jake, my close
friend, his friend, Jane, and her best friend,
Jenna.
I went to the show with Jake, my close friend;
his friend, Jane; and her best friend, Jenna.

21. Colon (:) is used to:
 To introduce a list
Ex. The professor has given me three options:
to retake the exam, to accept the extra credit
assignment or to fail the class.
Quotation marks (“)
-double quotation mark (“) encloses a
direct quotation, whether made by a
person or taken from a piece of
literature
Ex. “I can’t wait to see him perform!” John
exclaimed.

22. -single quotation mark or apostrophe (‘)
has a variety of uses.
 Indicates possession
Ex. The hamster’s water tube needs to be refilled.
In the pet store, the hamsters’ bedding needed to be
changed.
 Combines to works to form contractions
it is- it’s you are- you’re
they have- they’ve do not- don’t
 Within a regular quotation to indicate a
quotation within a quotation
Ex. Ali said, “ Anna told me, ‘I will not lose.’ ”

23. – All capitalization
 The first word of every sentence
 The first-person singular pronoun, I
 Proper nouns
– Complete sentences
– Subject-verb agreement
– Proper tense

24. - Run-on sentences and sentence fragment
Fragments- are groups of words which do
not form a sentence. They may have a
subject but do not have a verb, or if with a
verb, they have no subject.
Ex. The problems in isolated barrios
Are waiting to be heard

25. Run-on sentence- a sentence in which
two or more independent clauses (i.e.,
complete sentences) are joined without
appropriate punctuation or conjunction
Ex. The boy showed us his tickets someone
gave them to him.

26. Revise for
Precise and rich vocabulary with a focus
on including adjectives and adverbs,
more engaging action verbs, and more
precise nouns
Sentence variety
Paragraph formation

27. ALL STUDENTS IN GRADES 9-12
WORK INDEPENDENTLY IN EACH
CLASS TO
 Edit for
End punctuation
Internal punctuation (comma, semicolon,
colon, quotation marks)
All capitalization
Complete sentences
Run-on sentences and sentence fragments
Subject-verb agreement
Proper tense

28. • Revise for
– Precise and rich vocabulary with a focus
on including adjectives and adverb,
more engaging action verbs, and more
precise nouns
– Sentence variety
– Paragraph formation
– Smooth transitions
– Expansive openings
– Including concessions in arguments
– Appropriate voice
– Expanded range in genre choices

29.  There is a direct link between writing, and
the other language capacities of speaking,
listening and reading
 Amy Benjamin, Writing in the Content
Areas (2005)

30. THANK YOU FOR LISTENING!
Reported by:
Alyssa Denise A. Valino
BSED 3