Argumentative Essay: Editing and Revising

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts

Grade(s)

9, 10, 11, 12

Overview

Getting to the final draft takes a keen editorial eye and skillful editing. This demonstrative video uses a highlighting strategy that will help ensure that your rough draft encompasses the important parts.

This resource provides students with the opportunity to edit a sample essay for clarity and coherence.

English Language Arts (2021) Grade(s): 9

ELA21.9.R5

Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

UP:ELA21.9.R5

Vocabulary

  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience

Knowledge

Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.

Understanding

Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts (2021) Grade(s): 9

ELA21.9.9

Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

UP:ELA21.9.9

Vocabulary

  • Short writings
  • Extended writings
  • Narrative writing
  • Argumentative writing
  • Informative/explanatory writing
  • Writing development
  • Writing organization
  • Style
  • Tone
  • Task
  • Purpose
  • Audience
  • Command of language

Knowledge

Students know:
  • Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
  • A narrative is a piece of writing that tells a story.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:
  • Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
  • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
  • Demonstrate command of the written language.

Understanding

Students understand that:
  • There are different genres of writing that serve various purposes.
  • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
  • Formal academic writing should display their command of the English language.
English Language Arts (2021) Grade(s): 10

ELA21.10.R5

Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

UP:ELA21.10.R5

Vocabulary

  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience

Knowledge

Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.

Understanding

Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts (2021) Grade(s): 10

ELA21.10.9

Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

UP:ELA21.10.9

Vocabulary

  • Short writings
  • Extended writings
  • Narrative writing
  • Argumentative writing
  • Informative/explanatory writing
  • Writing development
  • Writing organization
  • Style
  • Tone
  • Task
  • Purpose
  • Audience
  • Command of language

Knowledge

Students know:
  • Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
  • A narrative is a piece of writing that tells a story.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:
  • Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
  • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
  • Demonstrate command of the written language.

Understanding

Students understand that:
  • There are different genres of writing that serve various purposes.
  • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
  • Formal academic writing should display their command of the English language.
English Language Arts (2021) Grade(s): 11

ELA21.11.R5

Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

UP:ELA21.11.R5

Vocabulary

  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience

Knowledge

Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.

Understanding

Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts (2021) Grade(s): 11

ELA21.11.11

Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

UP:ELA21.11.11

Vocabulary

  • Compose
  • Edit
  • Short products
  • Extended products
  • Writing development
  • Writing organization
  • Task
  • Purpose
  • Audience
  • Command of language

Knowledge

Students know:
  • Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays.
  • The skills required by the writing process.
  • The development and organization of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:
  • Compose short and extended writing products.
  • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development and organization of the writing.
  • Demonstrate command of the written language.

Understanding

Students understand that:
  • There are different genres of writing that serve various purposes.
  • The writing task, purpose, and audience should be considered in the development and organization of the writing.
  • Formal academic writing should display their command of the English language.
English Language Arts (2021) Grade(s): 12

ELA21.12.R5

Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

UP:ELA21.12.R5

Vocabulary

  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience

Knowledge

Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.

Understanding

Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts (2021) Grade(s): 12

ELA21.12.11

Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

UP:ELA21.12.11

Vocabulary

  • Compose
  • Edit
  • Revise
  • Short products
  • Extended products
  • Writing development
  • Writing organization
  • Writing style
  • Task
  • Purpose
  • Audience
  • Command of language

Knowledge

Students know:
  • Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays.
  • The skills required by the writing process.
  • The development, organization, and style of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:
  • Compose, edit, and revise short and extended writing products.
  • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, and style of the writing.
  • Demonstrate command of the written language.

Understanding

Students understand that:
  • There are different genres of writing that serve various purposes.
  • The writing process is a series of steps that improve writing over time.
  • The writing task, purpose, and audience should be considered in the development, organization, and style of the writing.
  • Formal academic writing should display their command of the English language.

CR Resource Type

Audio/Video

Resource Provider

PBS

License Type

Custom
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