I had the oddest experience in my classroom the other day. My sixth graders are in the midst of writing short stories in their new Google Docs accounts. It’s been a great writing experience. We’ve done collaborative peer reviewing, and I’ve been able to keep track of student progress. Most of my young writers are finishing up the story and now moving into the editing/proofreading stage.
The task of editing is difficult work for them, as it is for me when I write, and probably for you, too. So, I pulled out an activity around editing and proofreading, where we talk about some basic proofreading and editing marks that they can use to mark up a draft before moving into a final draft. I gave them a one-paragraph story that I wrote, and told them it had 18 errors. Who can find them all and use the proofreading strategies?
That’s the lesson and activity, right? Mark up the text to practice improving a text. Talk about technique and put it into action. Then, do the same with your own writing.
… I was halfway through that explanation to my students when I stopped and realized something rather important. It was one of those “duh” moments.
Here, my students are writing their stories in a digital space. Proofreading symbols? Marking up the text with pencil? Unless they were going to use a Sharpie on the computer screen (please, don’t), the lesson itself seemed out of sync with the ways in which I have them writing and revising with technology.
With computers as their medium for writing, I should be teaching them cyclical revision strategies — revising as you go, and then circling back around to keep an eye on audience. Keep shifting from writer to editor, and back again. Use the tools (spellcheck, etc) at hand, wisely.
Carrots (to insert text), circles (for spelling errors), paragraph indentation symbols … they all seemed rather meaningless when we write for the screen. Unless I want to print out 80 stories (many are now running 5 to 6 pages of text) … and I am not going to do that for this project. (Among other things, including disconnect from the medium of the story itself, it seems a waste of paper).
I forged ahead with the lesson, however, framing what we were doing with editing and proofreading in terms of being able to “see errors” in your writing (which is not easy) and know where changes have to be made. They had fun trying to figure out the errors — they made a game of it.
Me? I have to think about revision, too. Lesson plan revision for writers in a digital age.
Peace (in the think),