Samantha Kohlhorst - Questions for July 12th

1. Sommers argues that "students have strategies for handling words and phrases and their strategies helped them on a word or sentence level. What they lack, however, is a set of strategies to help them identify the 'something larger' that they sensed was wrong and work from there" (Sommers, 80). How can we teach our students strategies to identify the "something larger" that Sommers refers to? Do you think it would be possible to change the way that our students view revision in just a semester?

2. In her chapter on teaching grammar, Bishop argues that students are often uncertain what revision entails. She writes that, "we found also that simply assigning 'a revision,' or multiple drafts did not clarify the process for students" and most students implemented "a linear and unitary sense of writing" (Bishop, 178). How do you plan on explaining the revision process to your students so that they understand that it is supposed to be a recursive part of their writing process?