Knowledge and Skills Statement
Pídales a los estudiantes que lean la composición de un compañero. Luego, pídales que discutan sobre posibles revisiones y correcciones, y que reescriban la obra considerando los cambios sugeridos.
Preguntas a considerar:
- ¿Es la idea central clara?
- ¿Están las ideas presentadas en una forma que es fácil de seguir? ¿Cómo se podrían mejorar?
- ¿Qué sugerencias tienes para mejorar el trabajo de tu compañero?
Further Explanation
Esta expectativa estudiantil requiere que los estudiantes revisen sus borradores y que identifiquen aquellos lugares en la composición que no son claros o lógicos. Los estudiantes deben ser capaces de hacer cambios necesarios mediante la elección de palabras más precisas y efectivas, la incorporación de información que ofrezca clarificación de algo, la eliminación de oraciones ajenas al texto que no ofrecen claridad, la combinación de ideas para evitar repeticiones innecesarias y mediante el reacomodo de ideas que aseguren su progresión lógica en el texto.
Research
1. Ginty, E., Hawkins, J., Kurzman, K., Leddy, D., & Miller, J. (2016). A powerful tool: Writing based on knowledge and understanding. American Educator, 40(2), 33–38. Accessed online at https://eric.ed.gov/?q=teaching+students+to+write&ft=on&pg=5&id=EJ1104458
Summary: The National Writing Project (NWP) researchers studied the ways writers write. This work evolved into what has become known to teachers as the "writing process," an approach that has stressed the importance of stages in writing: prewriting, drafting, revising, editing, and publishing.
2. von Koss Torkildsen, J., Morken, F., Helland, W. A., & Helland, T. (2016). The dynamics of narrative writing in primary grade children: writing process factors predict story quality. Reading and Writing. 29(3), 529–554. doi.org/10.1007/s11145-015-9618-4
Summary: In this study of third grade school children, the association between writing process measures recorded with key stroke logging and the final written product was investigated. Analyses of keystrokes showed that while most children made revisions while writing, few revised previously written text. Children with good reading and spelling abilities made more online revisions than their peers. The results show that developing writers’ ability to make online revisions in creative writing tasks is related to both the quality of the final written product and to individual literacy skills.
3. Saddler, B., Saddler, K., Befoorhooz, B., & Cuccio-Slichko, J. (2014). A national survey of revising practices in the primary classroom. Learning Disabilities: A Contemporary Journal, 12(2), 129+. Retrieved from https://link.galegroup.com/apps/doc/A395847923/PROF?u=tea&sid=PROF&xid=3fb82c16
Summary: A research survey of primary teachers indicates that more time needs to be given to revision in the classroom. Students primary make surface-level revisions that do not improve writing. In order to for students to become stronger writers, revision must be integrated into the writing process.