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Writing: Why Revise, and
What to Prioritize?

Beth Godbee
godbee@wisc.edu
A few of my main points
 Writing assignments deepen
  learning, and that deepening often
  requires revision.
 Although revising is difficult work, it’s
  some of the most important intellectual
  work we do.
 We can become better at revision—
  beginning by learning
  how to prioritize.
Some Freewriting

 How does writing impact your learning?
   On a piece of scratch paper, please list a few
    ideas.
   You might think back to a
    project that really challenged
    you or taught you something new.
Arguments for learning by
writing, which requires revision

 Writing is inherently an active
  cognitive process.
 Writing provides opportunities for
  reflection and metacognition;
  writing slows down our thinking.
 Writing provides an opportunity to
  discover what we think and know
  (as well as to discover what we don’t
  know).
Writing and learning . . .

 Writing demands explicitness.
 Writing involves organizing and
  synthesizing (indicating
  relationships among) ideas.
 Writing makes our ephemeral
  thoughts more permanent and
  available to share with others.
Some more freewriting

 What is your approach to revising?
   When do you revise? Under what circumstances?
   How do you usually begin?
   What do you hope to accomplish
    when revising?
Pair-share
 Share what you wrote with a partner.
 Consider together:
   What does revising mean to you?
   What do you prioritize when revising?
Establishing priorities
GLOCs        *before*     LOCs
global                   local
concerns                 concerns
__________________________________
content                   grammar
__________________________________
rethinking                editing
Final take-away points

 Remember that revision aims to improve
  writing, which ideally deepens learning
 Prioritize GLOCs—and specifically those
  connected with the assignment’s central task
 Address LOCs later in the process
 Identify strengths (what to keep and
  enhance in your revision)
 Talk throughout the process—with friends,
  peer mentors, and instructors
Extension

Putting what we’ve learned into practice
 What language might you use to talk about
  your own writing?
 How could you give better feedback to your
  colleagues?
 How could you ask an instructor for advice
  on improving your paper?

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Lesson on revision goals & priorities 2.11

  • 1. Writing: Why Revise, and What to Prioritize? Beth Godbee godbee@wisc.edu
  • 2. A few of my main points  Writing assignments deepen learning, and that deepening often requires revision.  Although revising is difficult work, it’s some of the most important intellectual work we do.  We can become better at revision— beginning by learning how to prioritize.
  • 3. Some Freewriting  How does writing impact your learning?  On a piece of scratch paper, please list a few ideas.  You might think back to a project that really challenged you or taught you something new.
  • 4. Arguments for learning by writing, which requires revision  Writing is inherently an active cognitive process.  Writing provides opportunities for reflection and metacognition; writing slows down our thinking.  Writing provides an opportunity to discover what we think and know (as well as to discover what we don’t know).
  • 5. Writing and learning . . .  Writing demands explicitness.  Writing involves organizing and synthesizing (indicating relationships among) ideas.  Writing makes our ephemeral thoughts more permanent and available to share with others.
  • 6. Some more freewriting  What is your approach to revising?  When do you revise? Under what circumstances?  How do you usually begin?  What do you hope to accomplish when revising?
  • 7. Pair-share  Share what you wrote with a partner.  Consider together:  What does revising mean to you?  What do you prioritize when revising?
  • 8. Establishing priorities GLOCs *before* LOCs global local concerns concerns __________________________________ content grammar __________________________________ rethinking editing
  • 9. Final take-away points  Remember that revision aims to improve writing, which ideally deepens learning  Prioritize GLOCs—and specifically those connected with the assignment’s central task  Address LOCs later in the process  Identify strengths (what to keep and enhance in your revision)  Talk throughout the process—with friends, peer mentors, and instructors
  • 10. Extension Putting what we’ve learned into practice  What language might you use to talk about your own writing?  How could you give better feedback to your colleagues?  How could you ask an instructor for advice on improving your paper?

Hinweis der Redaktion

  1. 5-10 minutes again.