Spanish Language Arts.4.11.C

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The student is expected to

revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;

Artes del lenguaje y lectura en español.4.11.C

Se espera que el estudiante

revise borradores para mejorar la estructura de las oraciones y la elección de las palabras agregando, borrando, combinando y reorganizando las ideas para lograr coherencia y claridad;

writing process TEKS talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
having a clear and tightly connected relationship among all the parts in an effective speech or piece of writing achieved by ordering ideas, sentences, and paragraphs logically
the product a writer creates in the initial stages of the writing process when the writer organizes thoughts and attempts to create a cohesive text that supports the writer’s purpose and message
Students should be able to review their drafts and identify places where the ideas are expressed in an unclear or illogical way. Students should make necessary changes by choosing more precise and effective words, adding information to clarify meaning, deleting extraneous information that obscures meaning, combining ideas to avoid redundancies, and rearranging the ideas to ensure logical progression.
the grammatical arrangement of words in a sentence; how a sentence is constructed
Primeras etapas de un texto al que se le hacen las correcciones y modificaciones necesarias para que el escritor pueda elaborar un texto final.

Research

1. 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 primarily 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.

2. Philippakos, Z. A., & MacArthur, C. A. (2016). The use of genre-specific evaluation criteria for revision. Language and Literacy Spectrum, 26, 41–52. Retrieved from https://eric.ed.gov/?q=audience+and+purpose&pr=on&ft=on&id=EJ1108470

Summary: This article provides specific guidelines for teachers in supporting students when they are trying to evaluate and revise their writing. By basing evaluation criteria on genre elements, such as the difference between a story and a procedural, teachers can provide students with more specific criteria for evaluation and revision. The purpose is to counter students' beliefs that changes in mechanics are sufficient for revision.

3. McManus, M. S., & Theamwong, L. (2015). Enhancing fourth grade students' writing achievement through purposeful experiential learning: an action research study. Universal Journal of Educational Research 3(12), 997–1000. Retrieved from https://files.eric.ed.gov/fulltext/EJ1083248.pdf

Summary: Fourth grade students had a writing task that involved improving the school. It required students to call on community, agency, area business, and high school student support. Students wrote letters applying for grants, asking for materials, and requesting additional support. Students orally presented their prewriting and these presentations proved to be an effective method for the revision and editing of their written work.