User:Raspberryonfrog/sandbox

Lead:

 * I want the article to draw more attention to revision in writing, so I briefly introduced the writing process and how revision is found within the writing process
 * I rephrased some of the sentences, because I felt that they were more confusing than they should have been.
 * I removed unnecessary quotes that I feel didn't contribute any important ideas.
 * The article already discussed the writing process and explained how revision is done at the end of the writing process. Through writing 2, I learned that revision can also be done throughout the writing process. I realized I don't have to be finished with my draft to begin reflecting upon and revising my writing. It can be an ongoing process rather than a final step. I think viewing revision as a final step makes it seem more like editing. Thus I want to mention that some writers may revise during the writing process rather than at the end.

In writing, revision is the process of rearranging, adding, or removing paragraphs, sentences, or words. The writing process commonly consists of prewriting, drafting, and revision. Revision is often considered the final stage of the writing process, but some writers may decide to make adjustments during the process to ensure that the draft reflects their changing intentions. In an essay, revision may involve finalizing the thesis, reconsidering structure or organization, working to find errors, developing evidence and examples, or clarifying unclear positions. Many of the strategies associated with editing are used in revision, but it can also entail larger conceptual shifts in terms of purpose, audience, and content. The revision process consists of intuitive and creative processes, as well as critical and directed processes. Writers can go through multiple rounds of revisions before they reach a final draft, giving them the opportunity to step back and reflect upon their work to find ways to improve their writing.

Article Body:

 * I want to compare the revision process to the article about teaching two kinds of thinking by teaching writing. First and second order thinking reminds me of drafting and revising.
 * I want to readers to recognize the connection between reflection and revision. Reflection allows writers to develop a purpose and relation to our audience. This allows us to address potential problems that prevent us from reaching our goal.
 * I want to bring attention to the idea of collaboration during the revision process. Through peer review and discourse communities, writers can use feedback they receive to improve their writing.

Reflection in the Revision Process
The writing process can be categorized into two kinds of thinking: first order-thinking and second-order thinking. First-order thinking involves intuition and creativity; it consists of exploring tangents and generating ideas. The prewriting and drafting process entails first-order thinking. Second-order thinking involves direction and control; it consists of reflecting upon the ideas we came up with and ensure that they are clearly expressed and well-supported. Reflective writing encourages writers to think about their own thinking. They are able to consider their intended audience and purpose for a piece of writing. Reflection can help writers gain more insight into the composing and revision process by providing a method for them to develop a sense of purpose, analyze their ideas, and set revision goals.

Collaboration
Revision does not have to be an individual process. Collaboration through peer review or discourse communities is an opportunity for writers to learn how to write for an audience. Peer review allows writers to learn from one another and assess issues that may have been overlooked. Discourse communities gives writers a space to collaborate with those who have a suitable degree of relevant content or those who share a common set of goals. Making the revision process collaborative allows writers to receive feedback on their own work to further improve their writing.

Delete:

 * This part of the article seems unnecessary; it does not add any important details. When I read the article for the first time, I felt like I didn't gain any knowledge from this section.

In general, revision of written work can be guided by questions such as:


 * Is the writing clear? Does it make sense?
 * Is there enough information to describe ideas?
 * Is there too much information so that the writing wanders off topic?
 * Are the ideas or the narrative flow in a logical order?

Revision is a larger category of writing behaviors than line-editing or proofreading, though writers often make large reorganizations and word-level edits simultaneously. There are theories such as the three-component model[further explanation needed] hypothesized by Linda Flower and John R. Hayes and James Britton et al.'s model of the writing process as a series of stages described in metaphors of linear growth, conception - incubation - production. Here, a review by the writer or a third party, which often give corrective annotations, is part of the process that leads to the revision stage. In educational settings, peer revision or feedback, is a common collaborative writing practice. In organizational and other workplace settings where collaborative writing is common, participation of multiple writers facilitates communal revision. Recently, due to the collaborative capabilities of the Internet, there are writers who "crowdsource" reviews from several people, who contribute digital annotations.

Bibliography:

 * Giles, Sandra L. “Reflective Writing and the Revision Process: What Were You Thinking?” Writing Spaces: Readings on Writing, edited by Charles Lowe and Pavel Zemliansky, vol. 1, Parlor Press, West Lafayette, IN, 2010, pp. 191–204.
 * Reflective writing encourages students to think about their own thinking. They are able to consider their intended audience and purpose for a piece of writing. Students may write on the processes of invention, drafting, revision, and editing; they may analyze or review their own work, learning, and growth as writers. These practices can enhance knowledge retention. They can also help students gain more insight into the composing and revision process by providing a method for them to perform the re-thinking and re-seeing that effective revision entails. The article presents examples of student reflective writing, discusses how they help students learn, and provides scholarly evidence for why these types of activities are helpful.
 * “Benefits of Peer Review.” Southwestern University.
 * The benefits of peer review in writing
 * Johns, Ann M. "Discourse Communities and Communities of Practice: Membership, Conflict, and Diversity." Text, Role, and Context: Developing Academic Literacies. Cambridge, New York: Cambridge UP, 1997. 51-70. Print.
 * Discourse communities
 * Elbow, Peter. “Teaching Two Kinds of Thinking by Teaching Writing.” Embracing Contraries: Explorations in Learning and Teaching, Oxford University Press, New York, 1986, pp. 54–63.
 * First and second-order thinking