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"If given the proper scaffolding, young writers can develop revision skills and strategies and may even learn to love the art of revising (or at least tolerate it!).  Here are some ways to make revision less daunting:"

"At the beginning of the writing process, I have had students write silently. For it to be successful, in my experience, students need plenty of topics handy (self-generated, or a list of topics, questions, and prompts provided). Silent writing is a wonderful, focused activity for the brainstorming and drafting stage of the writing process. I also think it's important that the teacher write during this time, as well (model, model, model). However, when it comes to revising, and later, editing, I think peer interaction is necessary. Students need to, for example, "rehearse" words, phrases, introductions, and thesis statements with each other during the revision stage."

""Writing is rewriting," says everyone all the time. But what they don't say, necessarily, is how. Yesterday, Tor pointed me in the direction of this old blog post from Patrick Rothfuss-whose Kingkiller Chronicle is soon to be adapted for film and television by Lin-Manuel Miranda, in case you hadn't heard-in which he describes, step-by-step, his revision process over a single night. Out of many, one assumes. It's illuminating, and I wound up digging around on the Internet for more personal stories of editing strategies, investigating the revision processes of a number of celebrated contemporary writers of fantasy, realism, and young adult fiction. So in the interest of stealing from those who have succeeded, read on."

Revision is a critical piece of the writing process-and of your classroom curriculum. Now, Google Docs has partnered with Weekly Reader's Writing for Teens magazine to help you teach it in a meaningful and practical way. On this page, you will find several reproducible PDF articles from Writing magazine filled with student-friendly tips and techniques for revision. You'll also find a teacher's guide that provides you with ideas for how to use these materials with Google Docs to create innovative lesson plans about revision for your classroom.

"In the middle of the school year, I always regret my choice of becoming an AP and Honors English teacher. Not because I hate to teach, but because I'm always swimming in essays that I have to grade. In order to accommodate the load, I adapted the elementary way of thinking and formed a writers' workshop for my own classroom. Once they participate in the workshop, students are able to learn how to revise their own essays. Because of this, the time it takes for me to grade essays is literally cut in half. Suggestions for Implementing a Writers' Workshop in Your Classroom"

"Be visual and conversational. Be concrete, make your reader see and stop trying to impress. Beware "the curse of knowledge." Have someone read your work and tell you if it makes sense. Your own brain cannot be trusted. Don't bury the lead. Clarity beats suspense. If they don't know what it's about they can't follow along. You don't have to play by the rules, but try. If you play it straight 99% of the time, that 1% will really shine. Read Read Read. The English language is too complex to learn from one book. Never stop learning. Good writing means revising. Never hit "send" or "print" without reviewing your work - preferably multiple times."

"In terms of pedagogy, the primary purpose of an assessment is to provide data to revise planned instruction. It should provide an obvious answer to the question, "What next?" What now?""

"These resources provide an overview of journalistic writing with explanations of the most important and most often used elements of journalism and the Associated Press style. This resource, revised according to The Associated Press Stylebook 2012, offers examples for the general format of AP style"

"When we ask teachers what is their biggest obstacle in teaching writing, they often say "Time!"  Indeed, the time to fit everything in and do a good job with writing workshop is our greatest challenge.  There is no way to remove this obstacle from our daily challenges, so we must, as Rudyard Kipling tells us in his poem "If",  fill the "unforgiving minutes with sixty second worth of distance run…"  Perhaps the best way to do this is to begin with a set of questions we can ask ourselves as teachers of writers: How are we currently spending the limited time we are given? How can we revise the way we spend our time in workshop to be more effective/productive? Is this the right lesson for these students right now (a question we can ask ourselves daily)? Is this learning experience worthy of the time it will take us to do it right? Is there another way - a better way - to approach this concept/learning? What is essential here? Important to know? Necessary to learn as a stepping stone to the next concept/skill? How can we give students more opportunities to write? To have choice? What do our students need from us right now?"

"Low-stakes writing is a tool to help students build comfort with sharing and developing their thoughts through writing. A defining element of low-stakes writing is how it's graded -- the grade doesn't carry a lot of weight. This removes much of the pressure from having to do the assignment a certain way, putting value instead on student thought, expression, and learning, rather than punctuation, grammar, or getting a correct answer the first time. "The most important thing about it for me is that it's not censored, and it's not too highly structured," explains James Kobialka, a UPCS seventh-grade science teacher. "Students aren't being told exactly what to do. They're allowed to have freedom, and they're not so worried about it that they try to write what they think they want me to see, or that they're tempted to plagiarize. It's about them getting their own ideas down, and then being able to interact with those ideas, change them, and revise them if they're not correct." Low-stakes writing: Increases students' comfort with expressing their ideas and empowers student voice Creates more investment and ownership in student learning Prepares students for high-stakes writing and testing Is adaptable for any subject Allows for differentiation"

"By creating intentional spaces for feedback and revision cycles in my classroom, students now think critically and authentically about their writing, which has led to diminishing the disconnect between how teachers and students define effective writing feedback. In my tenth-grade English classroom, we study multiple genres of authentic writing. After I give feedback on each draft of a piece of writing, I ask students to respond to two prompts:"

""The first draft is for the writer. The second draft is for the editor. The last draft is for the reader.""