It's crucial for writers to have the opportunity to revise after receiving feedback. But, I hate assessing revisions more than anything. (1/)
Today, I tried something new, and this is my plan forevermore: I conferred with each writer +asked them to show me where they made revisions. I asked:
- What did you think when you read my feedback?
- What were you thinking as you revised?
- What were your main revision goals?
- What was hard about revising this piece?
- How is this version of your piece stronger than the previous version?
- What did you learn through writing + revising this piece that you want to take into our next piece of writing?
I learned so much more about them than I do by looking at their revisions alone. I was better able to honor their attempts + partial understandings. And, frankly, it was faster than opening each essay and regrading.
Next time we revise essays, I’m going to have these same revision conferences but offer students a microprogresion so that they can self-assess how deeply they engaged in revision.

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More from @RebekahODell1

29 Jan
Would you like your students to use interesting figurative language in their writing? Or do your students study analogies, and you need a way for them to apply that understanding? Check out this pattern in two potential sentence studies: (A Thread)
"Beyonce is to Millenials what Christianity was to our grandparents; there's a societal expectation that you will be involved + occasionally perform conspicuous acts of piety" from…
Look at the frame here: "_____ is to ______ what _______ was to ______; _____EXPLANATION OF THE ANALOGY"
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