Writing Tip #8 (of 9): Revision as Making the Writing Right

Educators as Writers Series

The article felt long, the ending did not seem to align with my initial topic, and the feedback I had received on it was leading me nowhere. This was not a reflection of the feedback; it was due to my lack of organization with the piece itself.

I have been told that we should treat writing as a process of discovery. I am sure I have even given that advice myself, to students or to educators. And yet here I was, wanting nothing more than to be done with this piece or at most to make some quick edits and clean it up for publication.

How do we “befriend revision”, as Tom Romano recommends (quoting a former student in his guide Write What Matters: For Yourself, For Others)? It can be frustrating for kids and adults alike. One year, a student initially refused to even engage in a first draft because we suspected he wanted to avoid having to revise later. Writing sessions led to an outburst. The only use the pencils got that day was to release some anger as the student methodically broke them…