Question

During a writing unit, students first produce a draft and then receive feedback indicating that their arguments are relevant but poorly organized. Several students immediately begin correcting spelling and punctuation without reconsidering the structure of their texts. Which teacher intervention appropriately distinguishes revision from editing?

Accepted Answer

C) Ask students to reconsider argument sequence, paragraph organization, supporting evidence, and audience before focusing on sentence-level and mechanical corrections.

Answer

A) Ask students to preserve the organization of the first draft and improve clarity mainly by replacing repeated vocabulary with more sophisticated lexical items.

Answer

B) Ask students to correct surface-level language first, because grammatical accuracy must be established before the organization of ideas can be reconsidered.

Answer

D) Ask students to rewrite the entire text from memory so that the second version is not constrained by choices made in the initial draft.

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