Writing strategies

Overview of the strategy 
The teacher targets a weak writing element, such as weak or repetitious vocabulary, 
insufficient detail, or lack of clarity, and asks students to focus on the weakness as they revise 
their writing. The clear purpose for revision helps focus the efforts of student writers who are 
often reluctant to make changes to their writing. This strategy should be repeatedly modeled 
and is especially effective when the class has written a story together and all class members 
are invested in the piece. 
Strategy procedure 
1.
Explain that 
revision
is when the writer changes writing to make it better. Target one writing element to revise 
during this process, and write it on the board. 
2.
Use a group story that has been completed recently. 
3.
Read to the students a group story that has been completed recently and have them listen with their “writers’ 
ears” or look with their “writers’ eyes” for any changes that need to be made. 
4.
When the story has been read, encourage the students to make suggestions for revision. Ask leading questions 
to support the students as they notice potential revisions based on the chosen writing element. 
5.
Model making these changes in front of the class. 
6.
Demonstrate this revision process several times so the students will begin to internalize it. Ask them to use it 
in their own writing. 
Source 
•
L. Schaefer, 
Teaching Young Writers: Strategies That Work, K-2
(New York: Scholastic Professional Books, 
2001). 

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English SOL Enhanced Scope and Sequence for Grades K–5: WRITING Strand 
Virginia Department of Education 2004 
23 
WRITING Strategy 
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 Magnifying or Shrinking a Topic