Writer's Workshop at home: Get Going!
For the last portion of the Writing Workshop at Home we are going to
go over the last parts of the work shop—elaboration, revision,
proofreading and editing.
Elaboration:
“There is just something missing” you think to yourself. And that’s exactly where elaboration comes in. It’s filling up that hole that seems to be screaming for something, but you just don’t know what. The mini-lessons that could go with this really need papers that your child has already completed. I highly recommend that they use a different colored pen for any markings on the papers.
Elaboration:
“There is just something missing” you think to yourself. And that’s exactly where elaboration comes in. It’s filling up that hole that seems to be screaming for something, but you just don’t know what. The mini-lessons that could go with this really need papers that your child has already completed. I highly recommend that they use a different colored pen for any markings on the papers.
Here are some mini-lessons:
Adding detail: Have them go through the paper and
see what they can add to the paper without going off track. Are there
places that can be expounded upon? Can a room be described in further
detail? Are the directions to the “How-to” essay clear and concise?
It’s easy to add details if they take it one item at a time. What did
the room look like? How did the main character act? What about the
theory–is there more information that can be shared? Take it step by
step and they’ll see that it’s not a waste of time to go back through
and re-read what is there.
Bunny trails: This is not to be confused with going off the main focus. Sometimes a theory/research paper needs more background information. This would be a bunny trail. likewise, a story will need a prologue to bring everyone up to speed on the story line–again a bunny trail. It’s adding little details that though are not part of the main focus on the paper truly add to the story.
Revision:
Staying on focus: This will require previously written papers that have a wondering focus. If your child does not have this problem, please do not worry about it and skip this! Pull out their work and have them read it for the topic, every time they go off topic, have them highlight it. Now have them write the one or two paragraphs (preferably ones that goes off topic quite often) in their notebook (back section). Then have them re-write the same section of the paper, but have them keep on topic. Re-writing and combining the paragraphs as necessary.Now have them re-write the paper with the corrected portion. Does it read better? Is it more to the point?
Clarity: This next poriton really deals with word-choice. Again have them go through their papers and choose one that may have a bit of a fuzzy section. For example, do they have one that the story is going great but they don’t exactly explain how “Ted” knew he was related the King though he grew up in an orphanage? Clarifying things of this nature will add to the story. Have them go back through research papers and explain where and how they came up with the facts that support their findings.
Long winded: Ah, the enjoyment killer. I love a good detailed book. They are a joy to me. However I once read a book that took 3 pages to describe a sunset. It was pretty; I got it within the first paragraph. Sometimes we can get a bit carried away with adding details. And it detracts from the enjoyment of the storyline. Have your child look through his papers-does he have anything that fits this description? Does he take 3 paragraphs to describe a shoe? Does he take a page and 1/2 to get to the fact that he is researching the beginnings of soccer? If so, then have him decide what the main points he wants to address are. If it’s the shoe–color, size, brand designs, etc. If it’s the origins of soccer–location, names, previous games that led up to it, etc. All of this could be briefly mentioned, listed, and then elaborated on in future paragraphs.
Bunny trails: This is not to be confused with going off the main focus. Sometimes a theory/research paper needs more background information. This would be a bunny trail. likewise, a story will need a prologue to bring everyone up to speed on the story line–again a bunny trail. It’s adding little details that though are not part of the main focus on the paper truly add to the story.
Revision:
Staying on focus: This will require previously written papers that have a wondering focus. If your child does not have this problem, please do not worry about it and skip this! Pull out their work and have them read it for the topic, every time they go off topic, have them highlight it. Now have them write the one or two paragraphs (preferably ones that goes off topic quite often) in their notebook (back section). Then have them re-write the same section of the paper, but have them keep on topic. Re-writing and combining the paragraphs as necessary.Now have them re-write the paper with the corrected portion. Does it read better? Is it more to the point?
Clarity: This next poriton really deals with word-choice. Again have them go through their papers and choose one that may have a bit of a fuzzy section. For example, do they have one that the story is going great but they don’t exactly explain how “Ted” knew he was related the King though he grew up in an orphanage? Clarifying things of this nature will add to the story. Have them go back through research papers and explain where and how they came up with the facts that support their findings.
Long winded: Ah, the enjoyment killer. I love a good detailed book. They are a joy to me. However I once read a book that took 3 pages to describe a sunset. It was pretty; I got it within the first paragraph. Sometimes we can get a bit carried away with adding details. And it detracts from the enjoyment of the storyline. Have your child look through his papers-does he have anything that fits this description? Does he take 3 paragraphs to describe a shoe? Does he take a page and 1/2 to get to the fact that he is researching the beginnings of soccer? If so, then have him decide what the main points he wants to address are. If it’s the shoe–color, size, brand designs, etc. If it’s the origins of soccer–location, names, previous games that led up to it, etc. All of this could be briefly mentioned, listed, and then elaborated on in future paragraphs.
Proof-reading & Editing:
Proofreader’s marks: This should be added to the front section of the first notebook. Either print out via this link: http://tinyurl.com/26v6pou(Google search for proofreaders marks images). Don’t forget to add it to your table of contents.
Grammatical errors: This section goes hand in hand with the last section of notebook #2. As they, or you, find errors in their writing, have them add notes to the last section. Use this opportunity to add to the mini-lessons that are already there.
Formatting: In the age of computers it is a lot easier to correct papers via a saved copy. For this mini-lesson you will give specific instructions on how you expect a paper to be presented. Is it handwritten, is it typed, single or double? What are the margins? Do you require a cover page? These are all things they must know how to do if they are to advance into college level work. I highly recommend taking the time to give them a large variety of ways in which to format a paper so that they are well versed in how to accomplish this.
Bibliographies: To my brother, who is currently going back to college at the age of 38, a bibliography is a nightmare. There are so many ways in which to record the information needed to prove his resources that he has an entire notebook devoted to explanations. I highly recommend at least giving a mini-lesson on the main formats of creating bibliographies. I highly suggest covering both MLA and APA. If your child is well versed in this method then they will be ahead of their fellow students.
Final revision: The final step is putting it all together. After you haveadded details, shortened the long winded sections, clarified all that can be, and proofread it for grammatical errorsit is time to focus on putting it all together in one new edition. Have them create a paper with all the final revisions and details attended to.
The final project: The final project is a doozy. They are to take a paper from the beginning step of finding a topic and bring it though all the steps into the final revision.
The Portfolio: After all is said and done, the work will mean nothing if it is thrown out with this year’s set of worksheets, odds and ends, and doodled on scratch paper. You will want to have their notebooks reserved for next year’s workshop. The mini-lessons already completed can be a quick review. New stumbling blocks that your child develops can be covered in a new mini-lesson. New words can be added to each section in notebook #2. Your child’s writing should be saved as well. Not every piece, but any “final” stage papers should be saved as examples of their work, and also to give them an option to revise later on as well. All stages of these “final” papers should be kept.
The writing workshop should not be a burden for you. Use it as a tool. If your child doesn’t need the mini-lessons that I have explained and outlined, then choose other mini-lessons. There is always room to grow for any writer; you just have to know what needs fixing.
Writing can be enjoyable if your child knows where to start, where to go and just how to get there. So what are you waiting for? Get to it!!
Grammatical errors: This section goes hand in hand with the last section of notebook #2. As they, or you, find errors in their writing, have them add notes to the last section. Use this opportunity to add to the mini-lessons that are already there.
Formatting: In the age of computers it is a lot easier to correct papers via a saved copy. For this mini-lesson you will give specific instructions on how you expect a paper to be presented. Is it handwritten, is it typed, single or double? What are the margins? Do you require a cover page? These are all things they must know how to do if they are to advance into college level work. I highly recommend taking the time to give them a large variety of ways in which to format a paper so that they are well versed in how to accomplish this.
Bibliographies: To my brother, who is currently going back to college at the age of 38, a bibliography is a nightmare. There are so many ways in which to record the information needed to prove his resources that he has an entire notebook devoted to explanations. I highly recommend at least giving a mini-lesson on the main formats of creating bibliographies. I highly suggest covering both MLA and APA. If your child is well versed in this method then they will be ahead of their fellow students.
Final revision: The final step is putting it all together. After you haveadded details, shortened the long winded sections, clarified all that can be, and proofread it for grammatical errorsit is time to focus on putting it all together in one new edition. Have them create a paper with all the final revisions and details attended to.
The final project: The final project is a doozy. They are to take a paper from the beginning step of finding a topic and bring it though all the steps into the final revision.
The Portfolio: After all is said and done, the work will mean nothing if it is thrown out with this year’s set of worksheets, odds and ends, and doodled on scratch paper. You will want to have their notebooks reserved for next year’s workshop. The mini-lessons already completed can be a quick review. New stumbling blocks that your child develops can be covered in a new mini-lesson. New words can be added to each section in notebook #2. Your child’s writing should be saved as well. Not every piece, but any “final” stage papers should be saved as examples of their work, and also to give them an option to revise later on as well. All stages of these “final” papers should be kept.
The writing workshop should not be a burden for you. Use it as a tool. If your child doesn’t need the mini-lessons that I have explained and outlined, then choose other mini-lessons. There is always room to grow for any writer; you just have to know what needs fixing.
Writing can be enjoyable if your child knows where to start, where to go and just how to get there. So what are you waiting for? Get to it!!
