Introduction to Revisions and Markups
Instructor's Guide

Skills Students Need

This module addresses communications skills and provides opportunities for information gathering, synthesis, and analysis in solving problems and in critical thinking.

Students should have the following skills prior to using this module:

• ability to send and receive e-mail
• ability to access and use the Penn State Course Management System, ANGEL
• ability to use a network browser and access to the Internet

The instructor should identify local resources that can provide these students with the skills they need to complete this module. Some examples of these resources include:

• computer labs
• seminars
• periodic training sessions
• peer tutoring

Identification of students lacking these skills and providing them with learning opportunities to acquire these skills is a critical necessity. This module will not provide this instruction. It will only provide the opportunity for students to utilize these resources in a meaningful, relevant manner.

ANGEL

The instructor should explain that the content for this module resides in ANGEL and ask students to read the content, and complete any relevant activities prior to any in-class instruction.   Provide students with the following information:

• Computer resources available, including any constraints such as lab hours, number of computers, etc.
• Who will assist students with technical help (Learning Center tutors, lab attendants, etc.).
• Who will assist students with subject matter help (in most cases this is the instructor).
• A definite completion date, keeping in mind the constraints students must operate under to access the module in ANGEL.
• Lab hours when the instructor will be available to serve as a facilitator.

Quizzes, Reflective Questions and Activities

Each module contains activities designed to help students learn and practice the concepts presented.   Reflective questions help students recall what they already know about the topic as well as to work through new ideas and concepts.   Worksheets and tip sheets supplement the instruction and give students an opportunity for additional practice.   Quizzes provide yet another means for students to practice as well as to check to be sure they have read and understand the materials.

The modules all have a standard layout. When you import a module into your ANGEL group or course a folder with the module's name will be added under the "Lessons" tab (course) or the "Content" tab (group). This folder can be moved and placed within another folder if desired.

To start the module, students should open the first file in the list inside each module's folder. This file has the word lesson as part of its name and contains the links to other parts of the lesson.

Open the first file in the module folder to begin the lesson.

This "master" file contains descriptions of the purpose, goals, and objectives, as well as instructions for completing the module, references to materials used in designing and developing the content of the module, a summary of the important points in the module, and a survey for students to complete after finishing the module. (Survey results are available to editors in the group or course through the on-line grade report tool.)

The rest of the files in each module's folder are accessed through links embedded within the content. As the student reads the content and completes the activities, other files from the folder will be used.   Some students may become confused if they try to complete the module by working their way down the list and viewing each file without reading the accompanying materials.   Instructors may want to make a point of announcing in class and/or putting directions in the syllabus about how to complete each module.

Note: The module will not work correctly if the student does not begin with the "master" file and work through the activities using the embedded links.

Scores for quizzes are recorded in ANGEL and can be accessed through the on-line grade report tool. Responses to reflective questions using the "My Notes" tool are accessible only to the person who types them - they are not available to the group or course editors. If you, as the instructor, want to see the answers to the reflective quesitons, you will need to have the students use a word processor to record their answers instead of the "My Notes" tool.

In addition to the quizzes and activities already written into each module, owners/editors may want to add discussion (message) boards, chat rooms, surveys, links, etc. These are all tools that are available within ANGEL. Instructors also have the option of editing and adding or deleting quiz questions and/or quizzes.

As the instructor, you will need to choose which assignments students are to complete, determine if and how credit will be given for the assignments, and establish due dates and submission methods for the assignments.   Including this information in your course syllabus will make it readily available to students.

Following are the assignments embedded in the Introduction to Revisions and Markups module:

Activity 1:   Reflective question - importance of the revision process

Activity 2:   Quiz

Activity 3:   Revision activity

Activity 4:   Revision activity

Activity 5:   Quiz

Activity 6:   Quiz

Activity 7:   Handouts -- Markup activity and answer sheet

Activity 8:   Activity - mark up this draft

                  Handout - draft document

Relationship to Other iStudy Modules

This module is related to other modules on writing, including Writing and the College Experience, and Written Reports. Therefore, it is recommended that instructors introduce this module to students in conjunction with other writing-related modules.

Suggested In-class Methods of Presentation

Lecture

• Explain the purpose/intent of the session. Refer to the Purpose section for more detail.

• Provide an introduction and overview of the revision process, starting with a definition of the process:

Revision is a process of re-seeing a written composition. After you have finished the first draft, you re-read it and make changes to it. During the process of revising, you add, delete, replace and reorder ideas and terms. In other words, the process of revision involves complex activities of re-reading, evaluating and making changes to improve your work.

Discussion and Activities

Why Revise?

Small Group Discussion

The purpose of this exercise is to help student critically reflect on the importance of the revision process.

Instructions: Form small (4-5 people) student groups. Assign each group the task of listing as many possible reasons for using a revision process for writing. If students have used the iStudy module on Brainstorming, have them apply brainstorming techniques to the task. Student groups can then share their findings with the class.

The purpose of this exercise is to have students edit a document for revision.

Instructions: Form small (4-5 people) student groups. Assign each group the task of editing a short article (provided by the instructor). Groups must use standard mark-up symbols. Groups can then share their revisions and rational for each requested revision with the class.

Note : This is an excellent opportunity to utilize and reinforce the cooperative learning techniques found in the Cooperative Learning Module.

Key Points

These points are covered in the iStudy module, but should be emphasized in any discussions.

General Strategies for Revision

The instructor may want to stress the following:

• Do not start the revision process right after you finish writing. Give yourself some time away from the material. A cooling-off period enables you to take a new look at your paper with a fresh view.
• Read your paper through silently several times to see if there are places that make you hesitate or stop because of difficulties in reading. These places may be easier to locate if you stay in touch with your feelings as you read. Your feelings will send you the signal that an idea needs to be explained with more care.
• Read your paper aloud. Reading aloud forces you to examine every word and sentence. Moreover, hearing your own writing helps you detect errors in content and organization.
• Keep the purpose and the audience of your writing in mind. At the stage of revision, you are more of a reader than a writer. Reading your paper from the perspective of your readers can help keep your composition within the context of your readers' understanding.
• Let another reader tell you where the draft is clear or unclear. Get feedback and articulate your ideas to that reader. In doing so, you will clarify ideas for yourself.

Major Composition Elements

• Thesis Statement
• Development
• Organization
• Sentence Structure
• Use of Words
• Punctuation
• Documentation Style

Thesis Statement

A thesis statement is the claim that your writing makes. Revision entails rethinking your thesis statement.

Development

The development of the composition should support your thesis statement with explicit explanations and enough examples and relevant details to guide readers to an understanding of your ideas.

Ask yourself the following questions to maintain focus on development:

• Is the thesis statement actually being developed or is it merely being repeated or rephrased?
• Are the supporting ideas clearly explained and logically related to the thesis?
• Are there sufficient arguments in your composition and are they backed up by concrete details and/or examples?
• Are the sources used in the composition comprehensive and relevant to the support of the thesis?

Organization

In order for readers to follow the thread of your thoughts, you have to structure your ideas. If you have great ideas but do not present them in a logical order, you end up only by confusing your readers. Structuring ideas in a well-organized way can bridge the difference between confusion and order. Each paragraph should be unified with a central idea, and paragraphs should be logically ordered and connected.

Sentence Structure

Make sure all sentences are complete and otherwise grammatically correct.

• Does the sentence have a subject and verb, and is it a complete thought?
• Do the subject and verb agree in number?
• Do the verbs agree in tense?
• Do the noun and pronoun agree in number?
• Can you find the noun that the pronoun is referring back to?
• Do you find any fragments or run-on sentences?

Use of Words

Examine each word in your composition individually. Use a spellchecker and the dictionary.

• Have you avoided slang, jargon and cliches?
• Is the choice of word appropriate for your purpose and intended audience?
• Look up the words whose meanings you are not sure of. Do they mean what you want them to mean?
• Is the word spelled correctly? Punctuation
• Do the sentences end with a period, question mark or exclamation point?
• If the sentences end with an exclamation point, is it really necessary that they do so?
• If the sentences are too long, can they be broken down into smaller sentences without loss of effectiveness? If not, would the proper placement of one or more commas make it easier to understand the sentence?
• Have you used commas to separate the elements of a series?

Documentation

There are two major documentation styles: MLA (Modern Language Association) and APA (American Psychological Association). The MLA publishes a style manual used primarily by scholars in literature and the humanities. The most recent edition is "MLA Handbook for Writer of Research Papers," 4 th Edition.

To use APA format, you can consult the "Publication Manual of the APA," which provides extensive examples covering a wide variety citations.

· Are all of the quotations, paraphrases and summaries of ideas from other sources acknowledged with in-text references?

· Do all bibliography entries include necessary and accurate information in the correct format?

Mark-Up Symbols

In order to communicate textual changes between you and the reviewer, conventional markup symbols are useful. See diagrams in the iStudy module.

Assessment

Through observing both the group's and the individual's activity, the instructor may assess student performance. Assessment criteria are as follows (Instructors supply the percentage weights):