Highlighting Revisions, Glossing Changes

By highlighting their revisions and explaining (i.e.,glossing) the changes they have made to a draft of their work, students will not only become more proficient writers but will also become more conscious of the process of revision and thus more reflective writers. Further, teachers will find it easier to monitor and evaluate student revisions.

A lesson plan for grade 10 English Language Arts

By Peter Bobbe

Learn more

Related pages

• African Masks (Pre-Visit): This lesson will observe and describe several masks from different parts of Africa housed in the Smithsonian Institute (National Museum of African Art) Washington, D.C. Students will use the internet to view the Smithsonian's virtual exhibits. There are two lessons to follow this pre-visit. In the first, the students will explore African masks at the Ackland Art museum in Chapel Hill. In a culminating activity the students will make their own masks with some personal materials brought from home. (Post-visit activity)

Related topics

• Learn more about English language arts.

Legal

Learning outcomes

Students will:

• revise a draft of a piece of their writing, guided by teacher comments and notations.
• use a highlighter to mark the sections of a new draft that have been revised from the previous draft.
• use sticky notes or marginal annotations to explain what changes they made, why they made them, and the effects of those changes.
• write a self-assessment that explains the changes they have made and the growth that they are experiencing as writers.

Teacher planning

Time required for lesson

1-2 Hours

Materials/resources

• Pen and regular notebook paper for each student
• Highlighters
• Sticky notes (optional but helpful)
• A draft of students’ previous work, with teacher suggestions

Technology resources

Overhead projector or whiteboard

Pre-activities

Students must have completed a draft of writing, preferably a piece substantial enough to lend itself to thoughtful analysis and revision; an extended paragraph or a composition of 200-500 words works well.

Activities

1. On the overhead, display an acetate of “Highlighting & Glossing Changes,” (see attachment below) or distribute paper copies to students. Review the first draft and make written comments on it, focusing on 2 or 3 comments for one Feature of Effective Writing (see sample Revision Comments, below). Then, on the overhead or whiteboard, follow these revision suggestions. “Highlight” the changes with a marker and describe the changes you made, the reasons for the changes, and the effects of the changes.
2. Return to students the drafts of their compositions with your comments and suggestions. Be sure to have several instructive suggestions on each paper (maximum 3), focusing comments on one of the Features of Effective Writing. For example, “Reorganize paragraph” (organization); “omit needless words” (style); “remove sentence fragments” (conventions); “combine short sentences for a more flowing effect” (style) are some possible comments that lend themselves well to this activity.
3. Give students time to read your comments carefully. If necessary, explain any symbols or abbreviations you have used on their papers. Have them count your suggestions and write the number of suggestions you have made at the top of the draft.
4. Make sure that students have paper and pens for a revision session. Tell them that they will compose a new draft following your suggestions. Instruct them to write the number of suggested changes at the top of the new draft for later reference. Hand out highlighters (students can share these; have one for every three to five students).
5. Instruct students to begin revising their own compositions following the process you have modeled.
6. Circulate around the room as students work, helping them when needed. Monitor to be sure that student annotations are thoughtful. This is a good opportunity for individual instruction in style and conventions.
7. If necessary, students should complete this activity at home.
8. When students complete the revision, highlighting and glossing, they should complete the self-assessment (see attachment) and staple it to the two drafts before handing them in.

Assessment

You will enjoy being able to assess student work by focusing exclusively on the highlighted areas of the new drafts and the sticky notes or marginal annotations in which students have explained the changes they have made. The number of suggested changes written at the top of both drafts should match the number of highlighted changes. Evaluate students’ performance based on their following your suggested changes and their understanding of what they have changed, why they have made those changes, and the effect those changes have had.

Supplemental information

Attachments:

• Revision Self-Assessment
• Highlighting Draft
• Revision Comments

Related websites

N/A

Comments

Students should become proficient at this and able to highlight and gloss their work independently. Require highlights and glosses with each revision.

This lesson was created as part of the NCDPI writing lessons for Writing Features Workshop. Target features for this Lesson: organization, support & elaboration, style and conventions.