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Dick and Jane RevisitedRevising Basals or Other Contrived Texts James Brodie July 14, 2005 Greater Houston Area Writing Project
Objectives • To read a contrived story with an established purpose and audience. • To create and write questions that will help add information to a contrived story. • To revise a contrived story using revision devices. • To rewrite the newly created story.
TEKS • Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: • offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8).
TEKS • Writing/processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to: • revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8).
Revision • “To revise is to ‘resee,’ to look at a work, a page, or a text again. It requires reflection and some sense of other possible options. If the writer’s rereading is sophisticated enough to recognize a gap between his intentions and what he sees on the page, he will want to rework his text” (Graves, 1994, pp. 225-226).
Revision • “Early revisions on a quickly written draft are the hardest because the writing has no clear form or direction yet” (Routman, 1994, p.164).
Revision • “I’ve learned that when students don’t revise their writing, it’s usually because they don’t know how. They don’t have methods for manipulating the page – adding information, deleting it, changing it, or moving it around” (Atwell, 1998, p. 162).
Revising a BasalLane, 1993, p.150 • Present an old story from a basal or elsewhere. Read aloud and discuss what reading between the lines means. Tell students they will be writing between the lines to tell the rest of the story. • Model the activity as the class participates.
Revising a BasalLane, 1993, p.150 • Break students into small groups. Students read the piece aloud and write questions. (Discuss use of * as a revision device) Best questions add more detail. • Students rewrite story on a separate sheet of paper. • Students share and discuss how questions help writers see more. • Compare original and revised story.
Try It Out • Partner up with someone and read the story. • Write pertinent questions designed to add detail to the story. • Write the answers to the questions as you ask them. • Insert the questions in the appropriate places into the story. • Share.
Adaptations • Students can publish revised basal stories, with illustrations, and present them to younger students. • Content to be revised can be chosen based on needs of students. • Can use the same techniques to revise other students’ writing.
Adaptations • Students can rewrite story in script form and perform it in reader’s theater. • Students can modify initial chapters or add to the endings of published books. • Evaluate basal writing, then a piece of literature. Compare and contrast evaluations.
References Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Boynton/Cook. Graves, D. H. (1994). A fresh look at writing. Portsmouth, NH: Heinemann. Lane, B. (1993). After the end: Teaching and learning creative revision. Portsmouth, NH: Heinemann. Routman, R. (1994). Invitations: changing as teachers and learners K‑12 updated, expanded, and revised resources and blue pages (Updated, Rev., Expanded ed.). Portsmouth, NH: Heinemann. (Original work published 1991)