By Barbara Mariconda

            Ask any published author about revision and she or he will likely tell you that revision is at least 50% of the writing process – and probably more.  While revising, the author reads with a critical eye, assumes the point of view of the reader, cuts unnecessary or irrelevant words or phrases, and adds elaboration that will enhance the writing.   Word choice, sentence variety, style and tone also come into play.  Stepping back and seeing the writing with fresh eyes through a more objective lens also allows the author to look at the effectiveness of the piece as a whole, based on its genre, purpose, and intended audience.

            So, why are student writers often reluctant to spend a reasonable amount of time revising their work?   And how can we, their teachers, inspire an enthusiasm and respect for the revision process?

Why do Students Resist Revision?

            Often times students begin a piece of processed writing without the skills necessary for an effective, successful draft.  Without a good understanding of the salient features of the genre and organization, and the particular skills necessary for such a piece of writing, their draft will include so many weaknesses that teachers aren’t sure where to start. 

            The traditional conference becomes an opportunity to teach skills in response to weaknesses, on an as-needed basis, but because of the over-all weakness of the piece the teacher isn’t sure where to begin.  Some, at this juncture, will simply select only one trait to examine, or one specific skill.  Addressing all of the needs in the piece would be overwhelming for both teacher and student.   The trouble with this approach is that it is often difficult for the teacher to overlook other blatant weaknesses, and not in the students’ best interest. 

            Another approach is to point out all of the weaknesses in the piece and to try to address them a little at a time.  This approach takes too long.  Students get tired of having to revisit and revisit the same piece of writing over and over again in an attempt to make it publishable. 

            In both of these approaches, students also dread preparing and copying or typing over their pieces in order to publish them.   They’ve struggled and worked really hard on their drafts, during which they’ve had to learn and apply new skills.  They often haven’t had enough experience or practice to apply these new skills effectively, so they’re unsure about their revisions. 

How is an Author like a Seamstress or Tailor?

            Imagine you find a stylish dress or attractive suit at the mall.  Perfect style, except that it’s the wrong size and the quality of the workmanship is questionable.  You buy it anyway, thinking you’ll bring it to the seamstress or tailor to whip it into shape.

            When you bring it in the seamstress or tailor sighs.  If it was just an alteration to correct the size, the results might be good.  But, having to go over the entire garment in order to strengthen the seams, adjust the button holes, reinforce the buttons – it’s just too big a job.

            It’s the same for an author when contemplating the revision of a piece of writing.  If the draft is strong, and the author applied strong skills in the first place, revising becomes less daunting.  It feels like the joy of fine woodworking rather than demolition. 

            Clearly, students wouldn’t resist revision nearly as often if they had solid skills to bring to the first draft.