A teacher shares her technique for improving student writing: add detail. Forget organization, cutting, and adding more information. Get students to focus only on adding more detail to information already included. Examples are given. (MT)

Presents a program for effective revision procedures based on five criteria: amount/kind of detail, appropriate emphasis of content, logical progression, stylistic appropriateness, and mechanical accuracy. (PD)

Recommends that teachers concentrate on explaining explicit procedures for revising style, because many novice writers interpret revision as only proofreading for typing or spelling errors. Provides a set of guidelines for stylistic revision that help students identify problems with passive verbs, nominalizations, wordiness and imprecise language.…

Argues that the use of editing in the classroom involves the students in restructuring, revision, and rethinking as well as correction, extension, and deletion. (HOD)

Indicates that using highlighters to mark errors produced a 76% class improvement in removing comma errors and a 95.5% improvement in removing apostrophe errors. Outlines two teaching procedures, to be followed before introducing this tool to the class, that enable students to remove errors at this effective rate. (JD)

The article describes an approach by which word processing helps to solve some of the writing problems of learning disabled students. Aspects considered include prewriting, drafting, revising, and completing the story. (CL)

Outlines a procedure to help students revise their writing. (JL)

These guidelines for teaching editing skills to secondary students with hearing impairments focus on: (1) revision, in which students review and refine the content, ideas, and form of their writing; and (2) proofreading and copy editing, in which students examine grammar, sentence structure, punctuation, and spelling. Ways to utilize peers as…

A teacher of secondary learning disabled students describes an effective way of teaching grammar, mechanics, and usage by focusing on revising and editing of the students' own work. (CL)

Applies H. P. Grice's theory of conversation (the Cooperative Principle, and the Maxims of Quality, Quantity, Relation and Manner) to a method of teaching revision. Explains that viewing writing as a cooperative transaction improves students' sense of audience, purpose, and diction. Analyzes a student draft via this method. (JG)

Arguing that writing teachers can neither ignore the teaching of grammar nor expect it to succeed if taught in the traditional way, examines the methods, organization, exercises and terminology of the freshman English handbook, identifies problems, and suggests alternatives to helping students satisfactorily edit their papers. (JG)

Provides a rationale for and description of daily student journal writing, peer evaluation, and revision, which provide students with necessary writing practice without overloading the instructor. (HTH)

Describes an informal classroom research project that explored how children perceive the changes they make in their writing and what they think about when they write. (HTH)

Explains how to implement and use a peer editing program. (FL)

Outlines a revision checklist for student use in analyzing purpose, audience, form, and expression; summarizes classroom procedures for individuals, small groups, or whole classes to use in revision and proofreading exercises. (AEA)