Re-vision: in Eight Stages of Authorship
The "eight stages of authorship"
Terms in this set (8)
Creating ideas to read and write about.
* Professor G wants to create a skateboard.
* An ENG 102 student must write a researched argument essay.
REVISION EXAMPLES: Revising thesis statement, revising organization
STRATEGIES: brainstorming, clustering, free-writing, reverse outlining
Finding, reading, understanding, and analyzing information to improve topic knowledge.
* Professor G finds, reads, understands, and analyzes information to create his "Sandlot" longboard.
* An ENG 102 student finds, reads, and analyzes information to understand topic for researched argument essay.
* Consulting tertiary sources (e.g. Phoenix College Library databases).
* Consulting new secondary sources (e.g. specific article from Phoenix College Library database)
* Consulting new primary sources (e.g. interviewing topic-specific Phoenix College campus experts).
STRATEGIES: Finding tertiary, secondary, and primary information sources, evaluating sources, consulting topic experts, reading "mentor texts"
Generating text that may be published.
* Professor G traces an initial outline for his longboard.
* An ENG 102 student completes a first draft of the researched argument essay.
* If a first-draft essay component is missing (e.g. thesis statement), new drafting can come through:
* An added thesis statement
* Building on a draft's strength, that strength can be further developed.
* A rhetorical need to addressing--and even acknowledge--a counterclaim.
Creating a thesis statement, first "content draft" according to assignment standards, & revised drafts
STRATEGIES: Graphic paneling, voice-to-text drafting (e.g. through Google Docs), building on inventing strategy to complete a draft.
Evaluation of a draft by a peer(s); peer(s) reads with intent to give feedback, giving author new perspectives so author can revise prior to publishing.
* Consult topic-specific experts for draft feedback.
* Think about audience, then share draft with both primary and secondary audience members.
EXAMPLE PEER REVIEWERS: classmate, friend, family member, topic knowledge expert, teacher.
STRATEGIES: use assignment rubric as checklist, author conferences
Large-scale or small-scale changes the writer makes to a composition.
* From peer review, ENG 102 student makes changes to improve draft(s).
EXAMPLES: addition, subtraction, or re-organization of ideas; returning to Inventing, Researching, Drafting, and/or other stages.
Style and fluidity changes to a composition.
EXAMPLES: Improving word choice, sentence fluency, transitions between ideas and paragraphs, and focusing the "voice" of your composition to make it your own.
STRATEGIES: reading your draft out loud; use editing tools (e.g. Grammarly, Hemingway App, and Turnitin.com)
Improving capitalization, spelling, grammar, punctuation, citation, formatting, and other "detail" improvements to a composition, preparing it for publication.
EXAMPLES: Reviewing assignment requirements, formatting, capitalization, spelling, grammar, punctuation.
STRATEGIES: Review assignment requirements (e.g. rubric, standards, directions, etc.); use proofreading tools like "Grammarly."
WRITING STAGE: purposefully sharing authored composition with audience(s), factoring in "kairos" rhetorical quality.
EXAMPLES: printing, uploading, turning in, posting, presenting.
STRATEGIES: Proofread multiple times; consider rhetorical situation and composition audience(s) before publishing; verify that your composition publishes correctly.
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