Writing Back: Revising and Editing

Abstract

These writers are talking about a strategy students and I invented out of necessity while involved in writing and reading workshops in our eleventhgrade classes. I had implemented the practical strategies of Donald Graves, Nancie Atwell, Lucy Calkins, and other process-approach writers and educators. Still, our writing periods frequently hummed until seconds before the bell. It became impossible for writers to wait until a peer group or I could conference with them the next day. From the ablest to the most struggling, these writers needed and requested specific, supportive feedback. As the year continued, these writers began creating longer pieces and struggling with more complex issues of organization and style. Even providing lots of class time for conferencing with peers or with me did not meet our needs. So we, these writers and I, invented the write-back strategy for all types of pieces. The premise is simple, with common sense rules: I will write back to any piece, no to the writer, and have the piece back in the writer's hand within twenty-four hours. The writer must identify the piece and include a title. Writers are also asked to indicate in the upper-right corner one or more of three options: write back/respond, edit, or answer a specific question about the piece. All three options pertain only to nonfinal pieces, to writing that is in progress. By describing this strategy as at no cost to the writer, I mean that this stage no grade is given, no points are lost, and once a working relationship of trust has developed between us, there is little reluctance to get needed feedback. Of course, I'll grade later, but not this stage.