Uncovering substance: Teaching revision in high school classrooms

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This article shares the process and outcomes from a three-day revision workshop designed and implemented in a diverse high school language arts classroom. The revision workshop included: direct instruction, self-reflection, and peer feedback to provide struggling writers with opportunities to take part in substantive revision. The authors examine the impact of this instructional approach on student writing, the role of peer-led feedback, and student self-perceptions as writers. This article provides an accessible and adaptable workshop for teaching revision that may be used for teaching of writing across grade level, discipline, and genre. Free author podcast

Original languageEnglish (US)
Pages (from-to)209-218
Number of pages10
JournalJournal of Adolescent and Adult Literacy
Volume58
Issue number3
DOIs
StatePublished - Nov 1 2014

Keywords

  • Adolescence
  • English language learners, English learners, English as a second language, English for speakers of other languages
  • Instructional strategies, teaching strategies
  • Self-perception, self-concept
  • Writer's workshop
  • Writing process
  • Writing strategies

ASJC Scopus subject areas

  • Education

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