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?

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? Alternativa A: Ask students to preserve the organization of the first
draft and improve clarity mainly by replacing repeated
vocabulary with more sophisticated lexical items. Ou Alternativa B: Ask students to correct surface-level language first,
because grammatical accuracy must be established
before the organization of ideas can be reconsidered. Ou Alternativa C: Ask students to reconsider argument sequence,
paragraph organization, supporting evidence, and
audience before focusing on sentence-level and
mechanical corrections. Ou Alternativa 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.

Associação Municipal do Extremo Oeste de Santa Catarina · Accepted Answer

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

During a writing unit, students first produce a draft and t...

Questões de assuntos semelhantes

Provas relacionadas