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Use this strategy to help students set goals and collaborate with peers during revision/editing process.
Set goals.
__I’ve thought about who the audience is and the impression I want to give them; I want them to think... (e.g., my story is scary).
__My quality goal is... (e.g., a score of 5 on a scale of 1–6 in word choice).
__My quantity goal is... (e.g., at least 10 different descriptor words).
Examine paper to see if it makes sense.
__I’ve read my paper out loud.
__Each sentence and the whole paper makes sense.
__No words have been omitted.
__I’ve combined sentences that are too short and broken up ones that
are too long.
Ask if you said what you meant.
__My ideas are clear and related to the topic.
__The order of my ideas is logical.
Reveal picky errors.
__I’ve corrected all errors in spelling, capitalization, and punctuation that I found.
__Someone else has double checked my work.
Copy over neatly.
Have a last look for errors.
__I made sure my final copy doesn't have any new or remaining errors.
__Someone else has checked my work one last time.
__I did/did not meet my goals.
C-D-O
Use this strategy to help students make revisions independently.
Compare
__First Cycle: Ask myself, “Does my sentence match what I really wanted to say?”
__Second Cycle: Ask myself, “Does my paragraph match the main
idea I wanted to express?”
Diagnose
__First Cycle: Pick a diagnostic card (e.g., words are too vague, forgot some words, sentence lacks detail, sentence is too long or short, words are in the wrong order).
__Second Cycle: Pick a diagnostic card (e.g., forgot a topic or main idea sentence, lacks a transition, paragraph is too long or short, sentences are in the wrong order, need more details about the main idea).
Operate
__First Cycle: Make the change and evaluate the impact by asking, “Was the change effective?”
__Second Cycle: Make the change and evaluate the impact by asking, “Was the change effective?”
COPS
Use this strategy as a student checklist in the initial round of revision/editing. This strategy is appropriate for primary grade students.
Capitalization
__Have I capitalized the first word in each sentence?
__Have I capitalized all proper nouns (the names of specific people, places, things, and any titles)?
Organization
__Have I corrected any handwriting, spacing, or margin errors?
__Have I included a heading and title, if necessary?
Punctuation
__Have I used end punctuation correctly?
__Have I used commas and quotation marks correctly?
Spelling
__Have I checked to make sure all the words look like they are spelled right by reading aloud backwards?
__Have I used a spelling resource (a dictionary, a thesaurus, a person who is a good speller) for the words I’m not sure about?
COLA
Use this revising/editing strategy as a student checklist in expository and persuasive writing with older students.
Content
__Does my introduction establish the purpose and topic?
__Do I have a definite beginning, middle, and end?
__Do all of the ideas relate to the topic?
__Does the title capture the topic and main ideas?
__Will any part of my paper be confusing or unclear to a reader?
__Does my ending leave the reader with something interesting to think about?
Organization
__Do the ideas follow each other in a logical order?
__Do all paragraphs have a main idea sentence and at least 2 supporting details?
__Are transitions between paragraphs and ideas clear?
__Is there enough information to support my main ideas?
Language
__Does each sentence sound right when I read it out loud?
__Does each sentence say what I mean?
__Do I use unusual words that make my writing interesting?
Appearance
__Does each sentence start with a capital letter and end with correct punctuation?
__Did I capitalize names, specific places, and titles?
__Do all words appear to be spelled correctly when I check by reading out loud backwards?
__Have I carefully examined my demon words and used a spelling guide?
__Is the overall appearance of the paper neat and clean?
PQP
Praise (Peer Editor)
__Mark each section of the author’s paper that is imaginative with a star.
__Put a box around the most unusual or interesting words in the paper.
__Underline at least one part you think others should be able to read because you like it so much.
__Put a question mark next to any part you thought was confusing.
__Share your stars, boxes, and underlined parts with the author.
Question (Peer Editor)
__Ask the author what her or his goals were for the paper.
__Share your questions about the confusing parts.
__Give suggestions for ideas to add or changes to make.
__Give back the copy of the paper to the author.
Polish (Author)
__Decide if you met your writing goals.
__Identify the suggestions your peer editor gave that you will use.
__Address the question marks on your paper.
__Make changes to your paper that improve it.
