Singletary 1 Morgan Singletary Professor Jan Rieman English 1101 April 6, 2014 Reading Response: Revision Strategies 1.

Usually when I think of revising I think just like the student writers in the article. I only look to change words or I look for grammar mistakes or just little things like that. I never think about changing the meaning of a sentence or taking whole sentences out and moving them around. From my experience with revising I have only been graded based on my word choice and sentence structure and if my thesis statement was strong enough. I was never taught to revise in a way that formed or shaped my argument usually once I wrote something that was it and nothing major would be changed about it expect for maybe some punctuation or words. 2. The students understand the revision process as a rewarding activity This is very true in the sense that once we write a paper we dont usually want to go back and read over it and reflect on it we usually just want to write and be done so when we do go back and make changes we just feel like we should be rewarded with a better grade because we have done that. I myself can relate to that because I hate re-reading over my work, I just feel like once I write something that is the best that I can do and none of my ideas are going to change. -The students place a symbolic importance on their selection and rejection of words as the determiners of success or failure for their compositions. In high school we mainly focused on diction and how much it affects your paper and that is why student writers generally place so much importance on their choice of words. If you choose bigger, better words the more intelligent your papers will sound. -The students list repetition as one the elements they most worry about. If ideas are repeated over and over again then the paper has no meaning so by coming up with new ideas and placing them in a paper makes it sound better and it gives it more of a purpose. I always read back through my papers to make sure that I have no repeated the same point multiple times because I dont want my reader getting bored. 3. I think that the problem with students writing so generically these days are the fact that they are given guidelines and rubrics to go by therefor they think that is the only thing they can include in a paper. Some ways that I could remain focused on what I am trying to say are to just write all of my ideas down and stop just strictly going by what a rubric tells me. The more I am able to elaborate on my thoughts the better my writing will be. I feel like I am not able to express all of my ideas because thats not what a rubric is asking me to do. All throughout my educational years I have been given strict guidelines to follow and if I veered away from those guidelines then I would not be rewarded with a good grade. Some ways that we could help each other make my writing what I intend it to ask my questions about my writing and allow me to elaborate on parts that you do not understand because as the writer I am not the one reading

Singletary 2 my pieces so I know what I am saying but as the reader there may be some parts that confuse you or there may be parts that you want to know more about and my asking questions that will help me to understand that I am writing for a purpose and I can elaborate on my thoughts as much as I want too. 4. At this point in the semester my idea of revision as changed dramatically. I use to think revision was all about reading over a piece and just changing words or taking words out or checking for misspelled words or grammatical errors. Now I think of revision as elaborating on my ideas and asking myself questions about my pieces that I think the reader would ask themselves. 5. lexically cued- how a word is actually used -dissonant- lacking harmony -five parts of a discourse- a forum with replies