Assignments that build revising and editing skills

Sentences from drafts: As you appraisal student drafts (, write down, without classification, sentences that demonstrate errors or style problems. Conceivably you find a very wordy few sentences, or an example of a dangling modifier, or a comma error that bothers you as a reader. Make a handout with at least 5, but probably not more than 10, of these sentences, and review them in class. However you do it, give students at least a few minutes to find their own fix before you give yours. This is basically a game of “find and fix the problems.” Students tend to like this because they be familiar with writing like their own, and it helps them to see more concretely what you mean by concepts like “awkward” or “wordy,” as well as how to fix them. Encourage them, when possible, to find more than one way to correct the problems.

Metaphoric analyses: Select an essay from your field or an article, essay, or speech to similar to what you want students to produce. In class, have students work in small groups to do a emblematic analysis–that is, to analyze the style, content, and organization of the model. This activity makes them more aware of the techniques writers and speakers use—it makes them think more strategically about composing.

Expression on comments: After students receive comments on drafts or a performance of a speech, ask them to review them and make changes as they see fit, and then write a short paragraph to the reviewer about how the comments helped them revise Make sure they give these to the reviewer—having a live audience makes them much more likely to take the task seriously.

These assignments should not be seen as busy work. Let students know that you have deliberately designed them to help them work and think more like expert originator of writing or speeches. The more students practice, the more they reflect on their work and their audience, the more they thoughtfully consider suggestions for revision, the closer they will come to expertise.