Skip to main content
Humanities LibreTexts

6.5: The Revision Process

  1. Last updated
  2. Save as PDF
  • Page ID
    304771

    • \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

    \( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

    ( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

    \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

    \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

    \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

    \( \newcommand{\Span}{\mathrm{span}}\)

    \( \newcommand{\id}{\mathrm{id}}\)

    \( \newcommand{\Span}{\mathrm{span}}\)

    \( \newcommand{\kernel}{\mathrm{null}\,}\)

    \( \newcommand{\range}{\mathrm{range}\,}\)

    \( \newcommand{\RealPart}{\mathrm{Re}}\)

    \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

    \( \newcommand{\Argument}{\mathrm{Arg}}\)

    \( \newcommand{\norm}[1]{\| #1 \|}\)

    \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

    \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

    \( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

    \( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

    \( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vectorC}[1]{\textbf{#1}} \)

    \( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

    \( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

    \( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

    \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

    \(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)

    A. Annotating for Revision

    As we’ve learned and practiced throughout the semester, annotation involves reading closely and engaging critically with what you read. This has helped us to understand and organize the major ideas of articles and other texts.

    Our current focus for annotation will require us to carefully and critically read the individual scores, feedback, and comments your instructor has made on your writing assignments, and to use that feedback to help us make decisions about how to revise our work for the Final Portfolio.

    In order to effectively "read" a grading rubric, it is important to understand the difference between global and sentence-level writing issues and to pay attention to the global issues.

    B. Global VS Sentence-Level Issues

    To help you understand and categorize the feedback you receive, we have identified three types of feedback: global, sentence-level, and using sources. Most of the items on a writing assignment rubric will fall under one of these categories. The chart below identifies writing issues under each of these categories.

    GLOBAL ISSUES

    • responding effectively to the writing prompt
    • demonstrating an understanding of genre and rhetorical mode
    • demonstrating a good understanding of the issue and/or the reading(s)
    • main points are clear and logical
    • logical organization of ideas
    • ideas are adequately developed and explained
    • there is a variety of evidence in support of main points/evidence is sufficient
    • the draft fulfills the writer’s intention
    • effective connecting ideas or transitioning between ideas
    • flow
    • sentence variety (having sentences of different lengths and with different beginning structures; using various complex sentence structures effectively)

    SENTENCE-LEVEL ISSUES
    USING SOURCES
    grammar issues

    • verb tenses
    • subject-verb agreement
    • pronoun reference
    • singular/plural words
    • parallelism
    • relative clauses
    • prepositions
    • articles

    • sentence structure (fragments, run-ons, comma splices)
      vocabulary issues

    • word choice
    • word forms

    • register
      mechanics issues

    • spelling
    • punctuation
    • capitalization
    • formatting
    • in-text citation
    • references/works cited entries
    • paraphrasing
    • incorporating quotes into your own sentences
    • using source sandwiches effectively
    • understanding/ analyzing/explaining sources

    STOP AND REFLECT

    Take a few minutes to read through the list above. Are there any items that you aren’t familiar with or would like an explanation or example of?

    Why is it important to understand the difference between global and sentence-level issues?

    Very often students focus on improving sentence-level issues instead of global issues in their writing, mainly because these issues, such as punctuation and spelling, are easier to correct. However, it’s important to understand that focusing on global issues, such as organization and development, can lead to more significant improvement in an assignment. As you decide how to approach revising each portfolio essay, focus on addressing the global issues first.

    A good place to start annotating for revision is the graded writing assignments you plan to use for your portfolio, the rubrics your instructor used to evaluate each assignment, and your instructor’s comments on the graded assignments. In the rubric and the comments, your instructor is communicating what you did well on each assignment and how you can improve.

    In addition to using instructor feedback, you can consider what you have learned about writing and the writing skills you have improved on since you submitted the assignment, and check the assignment to see if there are ways you might apply your new knowledge and skills to improve your writing.

    C. Strategies for Revising

    Here are some tips for annotating your writing assignments in order to revise them:

    • Reread the assignment guidelines, your submitted assignment, the rubric, and your instructor’s comments.
    • Take notes directly on the assignment and the rubric.
    • Highlight instructor comments that you wish to address, and make note of your ideas for improving those parts of the assignment.
    • Number or indicate an order in which you want to address the comments you’ve highlighted. For example, it makes sense to improve your organization of a paragraph before you fix the mechanical issues because those sentences with mechanical issues may change or be deleted.
    • Bring your materials to office hours or the Writing Center, and talk through your revision plan with your instructor or a tutor. Ask questions to clarify feedback comments you are not sure about, and make notes in your docs.
    • Take time to notice and keep a list of issues that come up repeatedly in your writing assignments. If you’re not sure how to address these issues, ask your instructor for help.
    • Keep track of the issues you’ve addressed as you improve the assignment.

    This page titled 6.5: The Revision Process is shared under a CC BY-NC-SA 4.0 license and was authored, remixed, and/or curated by Trischa Duke, Becky Bonarek, and Steph Mielcarek.