In-Class Writing: Invention and revision

TORDA'S FALL 2024 TEACHING SITE

In-Class Writing: Invention and revision

3/15/2022

We've spent most of the semester so far talking about what I identify as the single most defining aspect of pedagogy in a writing classroom: how we assess a student's writing, how we talk to them about that assessment, and what it means in terms of how a class is structured.

And I do believe that once you've worked through how you will assess students things like invention and revision--how you do them, why you do them, when you do them, how you count activities related to them--fall into place. But that also doesn't mean that there is only one way to do them.

For this in-class writing, talk about either a revision strategy or an invention strategy that you've used, thought about using, or experienced as a student that you felt was really useful. If you can, connect it to some of what you thought/wrote about for this week's readings on revision and invention.

Once you've posted your ideas, take some time to read the ideas of others. Be ready to have a conversation about the role of revision and invention play in composition.

23 Comments

Sarah Bond

3/15/2022 03:54:48 pm

I'm excited about two new-ish approaches I've taken to revision. I've done things like it throughout my years of teaching, but this year, I have settled on two specific techniques that seem to get the best out of my students.
First, I require that they respond to the feedback posted on their Google Doc once work is returned. I now have students asking for clarification, making changes to their writing (even when it's not required), and commenting on areas of progress or weakness that they've identified. I've also done a couple of informal writing reflections (SWOTs) that students respond well too, also. Perhaps this isn't "technically" revision, but it has promoted a revision-mindset, and many students end up revising as a result of the opportunity to reflect.
Second, I do a real-time revision on the day they submit their work. We list together, as a class, the key concepts they'll be graded on, then go through them in our own essays. Students can swap with a peer or ask for help from a peer or from me, or they can work through it independently. I have found that this opportunity to correct errors not only builds student confidence, but also solidifies skills.

Olivia L

3/15/2022 03:57:29 pm

I love the response to feedback! I forgot to write about journals and reflections. When they reflect on their writing and edits it definitely helps them to become a better writer.

Alyssa Campbell

3/15/2022 03:58:54 pm

I love all of these, but most especially the Google Classroom feedback piece! As a student that used Google Docs for nearly everything in high school, I cannot tell you the number of times a teacher would post a comment and talk about where we could improve or what to fix, and we didn't get time to go back and fix it. We never responded to or really interacted with those comments at all. My current students are similar in my Google Doc comments now, to be honest, though I do try and allot time for them to use to fix or complete any missing work.

3/15/2022 04:00:03 pm

Love both of these. I do a version of the real-time revision thing. Love the idea of asking them to respond to feedback when they get it.

Matthew Cutter

3/15/2022 04:01:13 pm

Love the in-class revision on the day it's due! I might have to start that

Alyssa Campbell

3/15/2022 03:55:08 pm

Something that I have experienced as a student being assessed in my writing that was useful was in a writing class in my undergraduate. The class was about understanding how memory changes over time, and we read a variety of literature and in differing forms. Our writing assignments ranged from simple response writings on the reading to crafting our own creative piece in a manner or style that had some connection to the author we read.

I remember I ended up writing a poem based off of an old version of a poem that I had written when I was younger. My professor did not stop there, however; in his assessment of us, he had us include a reflection that explained the how and why of what the choices we made were, and we were assessed on the completion of the creative assignment (very Inoue-esque in that we did the labor) but also on the thoughtfulness of how we reflected.

Olivia L

3/15/2022 03:55:46 pm

In my 6th grade ELA class, I remember my teacher telling us to always read our work aloud so we can hear if it makes sense. I do this with my kids now, but I usually have them read it to each other. They each get a copy of one another's papers. It really helps when they read it to someone else because they can get a better understanding of what they need to edit. I also have my students focus on one thing each time they do a writing workshop. For 10 minutes they focus on grammar and capitalization, the next 10 they try to find places where they can add more details, imagery, etc. For some assignments I give them a figurative language requirement so they must add a number of examples in their papers. If I do not do this they honestly do not revise. As most of the thinking and understanding happens during the prewriting stage, I want my students to continue this throughout the entire writing process. Clarke suggested a similar method to prevent writer's block.

Alyssa Campbell

3/15/2022 04:00:05 pm

I really love your idea of the 10mins focusing on one aspect of writing. It shows to them that you care about all of those aspects, not just one.

Shauna Cascarella-Briggs

3/15/2022 04:02:07 pm

I like the idea of asking them to read through their paper and focus on one specific correction for a set amount of time. I think that is a strategy that could be used throughout K-12 (and probably beyond). Chunking the revision process like that makes it seem not only more manageable, but helps them to take accountability for their errors and revision in an accessible way.

Melissa Batty

3/15/2022 04:02:23 pm

I love having students read their work out loud! I learned that skill as an undergraduate and I still practice it today. I also would use that strategy in the Writing Studio.

Sarah

3/15/2022 04:30:00 pm

I've been more focused on the read-aloud component this year, because I'm working once a day with a special educator as a co-teacher. She introduced me (and the students) to the Read-Write Toolbar on Google, and it has transformed my students' review process of their own writing. I use it, too!! It is so helpful, because the "reading" feature will not pause unless there is appropriate punctuation; she makes no assumptions about meaning. The kids can hear what's missing.
My co-teacher also introduced the timed element for our in-class revision time. I love the idea of breaking it up by topic, though! I'm doing it!

Maura Geoghegan

3/15/2022 03:57:54 pm

As I mentioned in my discussion board post, I thought the invention strategies seemed easier to implement than the revision strategies. They both take work and modeling to get students to do them well, but it seems like invention strategies don't need quite as much prep as the revision strategies would. My sophomores are finishing up reading Patron Saints of Nothing by Randy Ribay right now and they'll be writing an analysis essay on a theme in the novel once we finish. They've been taking notes throughout (some more diligently than others) and we've been discussing how different topics appear throughout the book, which they will then create theme statements for in their final essay. I'm interested in trying a combination of the "class and group discussion" strategy with the "clustering" strategy to help students brainstorm ideas and examples for their essay (Clark 58-59). Combining these two strategies would help all students with their writing since they can talk through their ideas with others and there will be visual clusters with examples for students to then use in their own writing. For example, one of the topics we discuss is empathy, so with these invention strategies students would work with a group to create a visual cluster of examples of empathy (or lack of empathy) that they noticed in the book. Using a group invention strategy would also help to create a stronger writing community and show students that writing isn't just an isolated activity.

Brian Seibert

3/15/2022 04:06:46 pm

I agree Maura, the invention strategies seem far less cumbersome than the revision strategies. Some strategies like peer response groups sound great in theory but could be a logistical nightmare. That is especially true in classes where students do not get along with each other!

Kayleigh Holt

3/15/2022 04:08:19 pm

I can see how the "clustering" strategy to brainstorm ideas would be beneficial for any of your students who might struggle with selecting a theme for their essays, particularly when paired with the group discussion strategy.

Also, I really like that you mentioned how using a group invention would help to create a stronger writing community. That is so true, and something that is really valuable to the classroom setting.

Shauna Cascarella-Briggs

3/15/2022 03:58:05 pm

So I have never tried Clustering for invention of writing — not in my own personal writing and I have never suggested it for students. I have heard that it works for many people and has been beneficial in the selection of topics and subtopics for writing. Teaching invention for me has previously been about having a relationship and dialogue with my students where I check in to see if they need help deciding on what to write about and if they don’t we have a level of discourse until we arrive at a topic that they feel comfortable with. I want to create more concrete methods for them to select their topics moving forward because it will help them to sort of let go of my hand more and begin to write more openly and from their own passions and interests. Things like Clustering seem like a decent strategy to implement because it can show their metacognition in developing their ideas.

When it comes to revision strategies I have historically done two methods in class: peer review and revision and 1:1 conferencing. I don’t know many other techniques or methods and I am interested in learning more. One of my colleagues does what she calls the 10% method: read a paragraph and cut out 10% of the fat and then progress through the writing until you cut out all the fat. She asks students to put their 10% on a separate document and then to reflect on what was cut out and what it reveals about their writing process. That seems FASCINATING to me! I know that I need to be more adventurous in implementing these strategies than I have been in the past in order to be the most effective teacher possible, but it for some reason is a major struggle for me because of my own writing techniques and style.

3/15/2022 03:58:26 pm

I'm going to write about an invention strategy that I just recently used in class. I want invention strategies to do two things: help students move forward with a project and to help them to develop an idea that is true to them. That part is very hard.

When I do the research paper I give students giant post its and get them to post them all over the room. I pass out sharpies and then, using a timer, I have them, on the post it, for three minutes, write a list of all the things that they are really into, maybe even think of themselves as experts in, but they don't have to. They just have to really like it or be good at it. Then I tell them to think about which of those topics they could possible write 3000 words about and to circle those topics only. I do this with them, step by step. I try to model producing a really long list and then narrowing it down by picking a few topics from my list. I talk through why some I could write 3K words on (Gilmore Girls) and why I couldn't write 3K words on (cleaning my bathroom). Then I ask them to consider which of their circled topics could they form an argument about. I again demonstrate that I don't really have an argument about Cary Grant movies besides I really love them, but that I do have an argument (a point that I make, that I can prove with legit evidence, but that others could disagree with, with legit evidence). Again, Gilmore Girls. Then I ask them to look at their circled topics that they can write an argument about and pick which ones they could also do research about. After they've d done all this, I have them take their post it back to their desk and write a free write about 1) what they know about their topic (as much as they can write in 3 minutes); 2) what they think they want to argue about it; and 3) what kind of evidence will they need to prove it and where might they start looking.

Melissa Batty

3/15/2022 03:59:07 pm

Revision strategies are of high interest to me as a potential educator and as a writer. I worked in the Writing Studio as an undergraduate and students would come in asking for help with "revision;" what they really wanted was for me to fix grammar and sentence structure. Students were not concerned about the overall strength of their argument, and sometimes, did not even realize that they were lacking an argument altogether. Some of the revision work I employed, was offering two or three patterns I noticed the student might have used –– comma splices, passive voice, etc. I would then focus on what was affective in the paper, and then what I felt they needed to spend more time on. I might comment that their thesis was strong but that they were lacking evidence supporting their argument. Overall, my revision strategy was focused on incorporating positive feedback to help center them within their writing and then constructive criticism under the guise that I was a member of the audience reading their text.

Ashley Merola

3/15/2022 03:59:22 pm

One revision strategy I use in my Creative Writing class is what I call an assessing skills activity. I assign it on the day students turn in the rough draft of any assignment. The questions they are required to answer vary based on the skills we study during a specific unit (i.e. descriptive detail, setting, plot structure, etc.). However, the tasks usually include copying and pasting a section of their story where they use that specific skill into a box and then reflecting on its effectiveness. Just last week, for example, my students finished writing hero origin stories to wrap up our unit on character development. One of the questions on the assessing skills activity asked them to copy and paste a section of their story where they describe their hero’s physical appearance. They then had to reflect on how well they communicated those details (if they described them subtly through a moment of action, or if they were too obvious, etc.). This activity also gives me time to provide them with feedback on their rough drafts in class, so that they have content-level comments from me by the time they finish reviewing their writing on their own. It is important to me that they do the independent work first before reading my feedback, because it makes them feel like their way of making meaning through writing matters - not just what I have to say about it.

3/15/2022 04:04:36 pm

I like how meta your reflection is. It really gets at students thinking about writing as an activity that takes certain skills. You identify those skills and then ask them to assess themselves where they are doing it.

Matthew Cutter

3/15/2022 04:00:00 pm

One invention strategy that I use very regularly is free-writing. At the beginning of every class I’ll give students five minutes to answer the prompt. Once they’ve answered, they have the opportunity to share, but are never forced to. If they want to keep their free-writes private, they can. The point is to just think and write about something.

This is great practice for them in general but it can also be used to scaffold more difficult assignments. If there’s a major paper or project coming up, I’ll give them a free-write on a general concept related to the project. Once they’ve written on that concept in a low stakes way, I’ll show them the higher stakes assignment and most of them are excited to have already come up with an idea.

I lack strength in revision strategy. I allow unlimited re-writes of every writing assignment. Built into my class’s grading contract is that at least one revision per term is required to get an A. This clause mainly only benefits the few students who even really care about their grades, so it’s super hard to get the comfortable B student to even bother revising.

Nancy Sommers’ article gave me that not all revision happens after something is written, but can happen while something is being written. During writing instruction, if I start with an intro I’m following into a linear model in which most kids will work really hard on their intro and then just write substandard body paragraphs that sort of relate to that intro. I’m thinking of starting instruction with body paragraphs instead. That way the students spend that initial energy on writing and revising excellent body paragraphs.

Sarah

3/15/2022 04:32:34 pm

I FINALLY used free write as an invention strategy and I'm hooked. I didn't use it immediately before assigning the essay, because I worry about writer's fatigue, but the kids generated such great ideas to revisit when they wrote later in the unit.

Kayleigh Holt

3/15/2022 04:00:02 pm

An invention strategy that I have used in my classroom is group discussion. For each writing piece we do, after introducing the assignment and giving students a chance to read through the materials themselves, we have a group discussion. The discussion can be adapted to the different writing pieces and focus on what the students seem to have the most questions about or need the most help defining in real time. Often we are able to use this as a group brainstorming session and the students post their ideas on Padlet or another digital collaborative board. That way the students are able to refer back to the ideas later once they have begun their writing pieces.

An invention strategy that I would like to try using in the future would be a variation on group discussion, where the students work in pairs or small groups in order to share ideas. I feel that being in a small group may allow students who don’t feel as comfortable sharing in the whole class setting the chance to contribute their ideas. Those students may also feel more empowered to ask questions that they might have otherwise never voiced.

Brian Seibert

3/15/2022 04:03:23 pm

One of the strategies mentioned in this week's readings was about discussing the topic before writing. Students are able to verbalize their ideas in pairs, groups, or whole class. That helps them develop or invent ideas. That would be a great strategy to use in my classroom because I often find that students struggle to begin their writing assignments. By having students share their ideas in, those students who struggle may pick up a thing or two from their higher performing classmates. Normally, the writing process is not as long as it should be for a variety of reasons (curriculum pacing, testing, lack of interest, etc.), but discussing ideas could be squeezed into a segment of a class period. If done right, it seems like it could be a very powerful strategy to elicit student thought.
I also thought the idea of journaling would be helpful in the pre-writing phase. The journaling would not be creative writing or keeping a diary but tracking information and knowledge they will be able to use when composing their larger writing assignments. Typically, after we have read a number of texts in a given unit, my students cannot remember the ones from the beginning. Journaling, using some sort of graphic organizer or template would be a useful tool to help all students keep track of the texts.

In-Class Writing: Invention and revision

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