Lisa Marie Lopez
English 1301
Ms. Phan
September 13,2010
Revision Strategies of Student Writers and Experienced Adult Writers
Nancy Sommers. “Revision Strategies of Student Writers and Experienced Adult Writers”. College Composition and Communication, Vol. 31, NO. 4 (Dec., 1980), pp. 378-388
Summary:
The article that was written by Nancy Sommers talks about the meaning of revision and how it differs between a student writer and an experienced adult writer. She speaks of how the process of revision has changed. In this article, Sommers compares and contrasts the difference between speech and writing. The article says that speech cannot be revised like something that is written. Nancy talks about how she analyzed student writers and how their way of revision is very different from that of experienced writers. The student writers mainly focused on the revision of words. They thought that taking out, adding, and switching high vocabulary words would help revise and edit their essay paper. Nancy realized that the students worried too much about repeating themselves. She analyzed that the students tend to revise their work, but end up skipping errors that have been created on their paper. Nancy realized that the students worried too much about repeating themselves. The reason why students tend to ignore or overlook an error is because they can’t seem to “hear” the mistake they have made. The process in which a person can actually spot the mistake is when they diagnose and dig deep to find the problem. Basically, the inexperienced students tend to have tunnel vision, meaning that they keep things simple and follow basic rules. Student writers don’t think outside the box like experienced writers. The article talks about how experienced writers go into depth with their revising and editing.
Question:
What is the purpose for this article? Does it teach you anything?
The purpose for this article is that it is written to inform people about the difference of a student writer and an experienced writer. Its purpose is also so that the reader could get some tips and help with whatever is needed to revise and edit their paper. This article shows the mistakes that students make when revising and editing their essays and it also gives examples and some details on the ways student writers and the experienced writers work. One thing from the article that describes the ways of a student writer would be when the student ignores his or her mistakes. This helps the reader understand that we must look carefully when we write our essays. The article teaches me so much because it explains to me how students tend to be very ignorant and tend to have some mistakes on their essay. Another teaching that the article shows us is how the experienced writer digs deep within and gets a story out of many things. Experienced writers are very open minded and creative, while the “student writer has tunnel vision and they tend to keep things simple and follow basic rules.”
Monday, September 13, 2010
SQR2
Lisa Marie Lopez
English 1301
Ms. Phan
September 12, 2010
Teaching Specific Revision Suggestions
Gloria A. Neubert and Sally J. McNeils. “Teaching Specific Revision Suggestions”. The English Journal, Vol. 79, No.5 (Sept., 1990), pp. 52-56
SUMMARY:
The article “Teaching Specific Revision Suggestions” talks about how many teachers and students are complaining about the lack of revision comments coming from other students. A method on revising a paper is then shown to middle school students in order to give them a better picture of what the teacher is looking for when it comes to revising someone’s paper. PQP is introduced as a method where a student praises the other student for what they have written, then they question them, and at the end the student comments on what needs to be fixed or polished. With this certain method, the students had an idea on how to comment on what revision is needed. The PQP method was compared to a process that consisted of generalizations, meaning that the students discuss an essay in a group; individual work, the total class activity, and a follow up. The percentage rate of vague comments went up due to the fact that the PQP method was enforced to the students. When class generalizations, individual work, and follow ups were enforced, the students decreased in vague comments, but increased highly on specific comments. These methods were used to help students learn how to revise and edit not only their own paper, but their peers paper too.
Question:
What method would you use when you revise and edit a paper? What is the difference between PQP and Generating Specific Response?
ANSWER:
The method that I would use when revising and editing a paper would be the process called Generating Specific Response, because it consists of a total class activity where all the students can participate and add their own opinions, a small group study, which consists of three or four people in a group who follow a certain worksheet to revise and comment on a student’s essay, and a follow up, which is when the teacher asks another question about what the students have reviewed. The statistics for using the generating specific response was a higher percentage in specific comments. The specific comments rose to forty two percent when the students used the generating specific response method. I believe if someone uses the generating method, it could really help because the method not only consists of one individual to revise it, but a whole class to state their opinion, which makes a paper better than before. The PQP method is very different from the generating response method in the fact that the PQP method only goes by praising, a question, and a bit of polishing. The PQP doesn’t really give you a high percentage on the specifics. Generating response on the other hand is very useful and very helpful since it is revised by the students in the class and the format of the method. Generating a specific response is the process anyone should use when in need of revision.
English 1301
Ms. Phan
September 12, 2010
Teaching Specific Revision Suggestions
Gloria A. Neubert and Sally J. McNeils. “Teaching Specific Revision Suggestions”. The English Journal, Vol. 79, No.5 (Sept., 1990), pp. 52-56
SUMMARY:
The article “Teaching Specific Revision Suggestions” talks about how many teachers and students are complaining about the lack of revision comments coming from other students. A method on revising a paper is then shown to middle school students in order to give them a better picture of what the teacher is looking for when it comes to revising someone’s paper. PQP is introduced as a method where a student praises the other student for what they have written, then they question them, and at the end the student comments on what needs to be fixed or polished. With this certain method, the students had an idea on how to comment on what revision is needed. The PQP method was compared to a process that consisted of generalizations, meaning that the students discuss an essay in a group; individual work, the total class activity, and a follow up. The percentage rate of vague comments went up due to the fact that the PQP method was enforced to the students. When class generalizations, individual work, and follow ups were enforced, the students decreased in vague comments, but increased highly on specific comments. These methods were used to help students learn how to revise and edit not only their own paper, but their peers paper too.
Question:
What method would you use when you revise and edit a paper? What is the difference between PQP and Generating Specific Response?
ANSWER:
The method that I would use when revising and editing a paper would be the process called Generating Specific Response, because it consists of a total class activity where all the students can participate and add their own opinions, a small group study, which consists of three or four people in a group who follow a certain worksheet to revise and comment on a student’s essay, and a follow up, which is when the teacher asks another question about what the students have reviewed. The statistics for using the generating specific response was a higher percentage in specific comments. The specific comments rose to forty two percent when the students used the generating specific response method. I believe if someone uses the generating method, it could really help because the method not only consists of one individual to revise it, but a whole class to state their opinion, which makes a paper better than before. The PQP method is very different from the generating response method in the fact that the PQP method only goes by praising, a question, and a bit of polishing. The PQP doesn’t really give you a high percentage on the specifics. Generating response on the other hand is very useful and very helpful since it is revised by the students in the class and the format of the method. Generating a specific response is the process anyone should use when in need of revision.
SQR3
Hiram Lopez
ENG 1301.28
Trang Phan
9-13-10
Revision Strategies of Student Writers and Experienced Adult Writers
Summary:
This article was about going back to your writing and rereading to make your point clearer for the reader to further understand what you are trying to say in your writing. Gordon Rohman suggested, that the composing processes moves from prewriting to writing to rewriting. James Britton’s model on the other hand stated that the writing process as stages being described as metaphors. They also initiated studies on a teenager and learned that the teenager don’t really revise nor expect much out of their writing believing there paper is already good the way it is like many young teens. Experienced writers have their own strategies, that strong writers are able to go back reread and try to connect and to relate to their writing. This makes it a lot easier for the reader to understand what you are saying. Some writers also tend to ask themselves questions to see what is needed to help improve their paper, or what is not needed this allows them to edit or delete parts of their paper to help get there point across and bring a better appreciation for their work.
Question:
How do students writers differ from experienced writers?
Response:
Student writers differ from experienced writers, because experienced writers are more experienced hence the term experienced. Student writers lack the skills in composing partly because as students write, they tend not to revise their paper because they think that their paper is finished or good the way it is. As for an experienced writer, they will go back and reread, revise, and reread again. They will put more effort in their paper to further elaborate and make their writing more interesting to the reader. Experienced writers tend to go deeper into the topic and bring about his or her felt sense. Whereas, a student will settle for what he or she has at hand. So you can conclude that it’s hard to compare an experienced writer to a student writer because the only things they have in common are that they have to write the paper, whether it for a homework assignment or publishing a book.
Works Cited:
Sommers, Nancy. “ Revision Strategies of Students Writers and Experienced Adult Writers” College Compositions and Communication Dec 1890: pgs 378-388
ENG 1301.28
Trang Phan
9-13-10
Revision Strategies of Student Writers and Experienced Adult Writers
Summary:
This article was about going back to your writing and rereading to make your point clearer for the reader to further understand what you are trying to say in your writing. Gordon Rohman suggested, that the composing processes moves from prewriting to writing to rewriting. James Britton’s model on the other hand stated that the writing process as stages being described as metaphors. They also initiated studies on a teenager and learned that the teenager don’t really revise nor expect much out of their writing believing there paper is already good the way it is like many young teens. Experienced writers have their own strategies, that strong writers are able to go back reread and try to connect and to relate to their writing. This makes it a lot easier for the reader to understand what you are saying. Some writers also tend to ask themselves questions to see what is needed to help improve their paper, or what is not needed this allows them to edit or delete parts of their paper to help get there point across and bring a better appreciation for their work.
Question:
How do students writers differ from experienced writers?
Response:
Student writers differ from experienced writers, because experienced writers are more experienced hence the term experienced. Student writers lack the skills in composing partly because as students write, they tend not to revise their paper because they think that their paper is finished or good the way it is. As for an experienced writer, they will go back and reread, revise, and reread again. They will put more effort in their paper to further elaborate and make their writing more interesting to the reader. Experienced writers tend to go deeper into the topic and bring about his or her felt sense. Whereas, a student will settle for what he or she has at hand. So you can conclude that it’s hard to compare an experienced writer to a student writer because the only things they have in common are that they have to write the paper, whether it for a homework assignment or publishing a book.
Works Cited:
Sommers, Nancy. “ Revision Strategies of Students Writers and Experienced Adult Writers” College Compositions and Communication Dec 1890: pgs 378-388
revised
kristen k. garcia
ENG 1301.28
Instructor: Trang Phan
9/13/10
you
Revised Summary
Anne is a teacher who is very passionate about writing. In the article she informs you about her perspective in composing a paper. She explains the simple mistakes writers make such as i during their writing and gives you simple steps on how to type and correct them such as learning how to work with method called "felt sense". This you about creativity and to not use too much repetitive patterns as most writers do, but dont notice. Felt sense helps you captivate your thoughts down and open up more to the reader "before your mind and body split apart" as Anne states. She says the basic thing you need to do is pay very close attention. Most writters are focused on one thing while writing, which what other people except them to write rather than what they want to really write. As a result, they ignore their felt sense once again. Writing comes from within yourself. What I mean is that you cant be taught to write how you feel, it comes deep in you only you know what and how you feel. It's a way of expression. In conclusion, as we start to understand more about composing, we will be writing from deep within our hearts.
Question
What is "Felt Sense" similar too?
Felt Sense is equivalent to the linear process, This is where the writing recursive process advocated the idea that writers return to the substranes of their own. This needs to come from within deep in your body and soul. Once uve reached that point your set too go.
ENG 1301.28
Instructor: Trang Phan
9/13/10
you
Revised Summary
Anne is a teacher who is very passionate about writing. In the article she informs you about her perspective in composing a paper. She explains the simple mistakes writers make such as i during their writing and gives you simple steps on how to type and correct them such as learning how to work with method called "felt sense". This you about creativity and to not use too much repetitive patterns as most writers do, but dont notice. Felt sense helps you captivate your thoughts down and open up more to the reader "before your mind and body split apart" as Anne states. She says the basic thing you need to do is pay very close attention. Most writters are focused on one thing while writing, which what other people except them to write rather than what they want to really write. As a result, they ignore their felt sense once again. Writing comes from within yourself. What I mean is that you cant be taught to write how you feel, it comes deep in you only you know what and how you feel. It's a way of expression. In conclusion, as we start to understand more about composing, we will be writing from deep within our hearts.
Question
What is "Felt Sense" similar too?
Felt Sense is equivalent to the linear process, This is where the writing recursive process advocated the idea that writers return to the substranes of their own. This needs to come from within deep in your body and soul. Once uve reached that point your set too go.
Notes on SQR1 from ME!!!
Students,
I have graded all the revised SQR1 from you all. Many of you did a very good job. Some of you have not. For whatever reasons that prevented you from showing a qualified performance, I would like us to try your very best next time.
So, SQr1 is basically over. This means you don't need to come back to comment on it. Your blog comments on SQR1 at this point will not be graded. However, those of you who got less than 7 on this paper, you will have to DO IT AGAIN. Check out the SQR Format and Rubric again for the citation you missed. Read and work on my comments. If you have questions regarding the comments, email or come talk to me.
I just got 14 SQR1 revised. That means some of you did not turn the paper in. Students who turned the papers are: Alyssa Vasquez; Brie Fenton; Addie Aranda; Emily Perez; Estevan Trejo; Fernando Miguel; Joshua Hernandez; Lisa Marie Lopez; Mario A. Garcia; Monica Torres; Rachel Reyna; Rene Reyes; Venessa Magdaleno; Yesenia Ontiveros . I doubled checked for twice but did not find any new ones!!!
Have a good night!!!
I have graded all the revised SQR1 from you all. Many of you did a very good job. Some of you have not. For whatever reasons that prevented you from showing a qualified performance, I would like us to try your very best next time.
So, SQr1 is basically over. This means you don't need to come back to comment on it. Your blog comments on SQR1 at this point will not be graded. However, those of you who got less than 7 on this paper, you will have to DO IT AGAIN. Check out the SQR Format and Rubric again for the citation you missed. Read and work on my comments. If you have questions regarding the comments, email or come talk to me.
I just got 14 SQR1 revised. That means some of you did not turn the paper in. Students who turned the papers are: Alyssa Vasquez; Brie Fenton; Addie Aranda; Emily Perez; Estevan Trejo; Fernando Miguel; Joshua Hernandez; Lisa Marie Lopez; Mario A. Garcia; Monica Torres; Rachel Reyna; Rene Reyes; Venessa Magdaleno; Yesenia Ontiveros . I doubled checked for twice but did not find any new ones!!!
Have a good night!!!
SQR3
Marco A. Portillo
Eng 1302.28
Trang Phan
9/13/2010
Revision Strategies of students Writers and Experienced Adult Writers
In this article it’s about going back onto your writing and rereading to make your point clearer to the reader. Gordon Rohman suggests that the composing processes moves from prewriting to writing to rewriting. James Britton’s model on the other hand states that the writing process as stages being described as metaphors. In the article they also did studies on a teenager and got that the teenager doesn’t really revise nor expect much out of their writing believing there paper is already good like many of us young teens. Experience writers hav4e their own and very common strategies that strong writers they are able to go back reread and try to connect and to relate to their writing to make it more understandable to the reader. Some writers also tend to ask themselves questions like what is needed to help improve their paper or what is not needed this making them to edit or delete parts of their paper to help get there point across.
Question: How are student writers similar or different from experience writers?
Response: Student writers are similar to experience on the base that both have a certain reason to write rather it being for a grade or a book to be published both are pushed into writing and making sense out of their paper. The difference is the strategies among the two one is not deep into the revising or trying to get deeper into the writing as the other.
Eng 1302.28
Trang Phan
9/13/2010
Revision Strategies of students Writers and Experienced Adult Writers
In this article it’s about going back onto your writing and rereading to make your point clearer to the reader. Gordon Rohman suggests that the composing processes moves from prewriting to writing to rewriting. James Britton’s model on the other hand states that the writing process as stages being described as metaphors. In the article they also did studies on a teenager and got that the teenager doesn’t really revise nor expect much out of their writing believing there paper is already good like many of us young teens. Experience writers hav4e their own and very common strategies that strong writers they are able to go back reread and try to connect and to relate to their writing to make it more understandable to the reader. Some writers also tend to ask themselves questions like what is needed to help improve their paper or what is not needed this making them to edit or delete parts of their paper to help get there point across.
Question: How are student writers similar or different from experience writers?
Response: Student writers are similar to experience on the base that both have a certain reason to write rather it being for a grade or a book to be published both are pushed into writing and making sense out of their paper. The difference is the strategies among the two one is not deep into the revising or trying to get deeper into the writing as the other.
Marco A. Portillo
Eng 1302.28
Trang Phan
9/13/2010
Teaching Specific Revision Suggestions
This article is about how student response to another peer’s writing and being ineffective with the critizing and help giving advice on the writing on hand. In this article it states some techniques like the PQP which stands for praise, question, and polish that can help students be more helpful by having them interact with each for instance they get in groups and read there paper aloud and get the opinions and remarks of their classmates. Not only do they get helpful advice but get to hear someone else read there paper thus abling them to hear it from someone else and seeing what changes that can be done.
Question: how can peer response help improve another’s paper?
Response: I do believe that peer response can greatly improve someone else’s paper because it’s more than one person who is giving their opinion and this allowing two or more minds to help make a solid but understandable paper. With this said I do think that PQP should be practiced more not only does it help improve paper but the student skills on being able critizies and help give helpful and effective advice and revising to their fellow peers.
Eng 1302.28
Trang Phan
9/13/2010
Teaching Specific Revision Suggestions
This article is about how student response to another peer’s writing and being ineffective with the critizing and help giving advice on the writing on hand. In this article it states some techniques like the PQP which stands for praise, question, and polish that can help students be more helpful by having them interact with each for instance they get in groups and read there paper aloud and get the opinions and remarks of their classmates. Not only do they get helpful advice but get to hear someone else read there paper thus abling them to hear it from someone else and seeing what changes that can be done.
Question: how can peer response help improve another’s paper?
Response: I do believe that peer response can greatly improve someone else’s paper because it’s more than one person who is giving their opinion and this allowing two or more minds to help make a solid but understandable paper. With this said I do think that PQP should be practiced more not only does it help improve paper but the student skills on being able critizies and help give helpful and effective advice and revising to their fellow peers.
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