Comment:
You have made me very interested in Houdini. What did he do that was so great? What mysteries
do you want to be answered? What exactly we
ere buried with him? I'd like to
know.
This is a real success story. The student not only reacted to the specific questions of the teacher, but she
also corrected the subject-verb agreement problem in the first sentence without having it called to her
attention.
Ever since I was a child the magic o
s mysterious to me. One person who I
believed was a master is Harry Houdini. All his escapes from chains and jails shocked millions.
His death in the water tank truly wa
people think he did not know how to
escape; others believe he suffered a bad cramp. I will find out at my dinner. I would like him to
Th
res
You may feel that it is not practical to try to carry out Raimes' suggestions in large classes, but there are
ways to cut down on the teacher's work load in reading student compositions while still preserving the
emphasis on revising to clarify the message.
• Each student working independently uses a checklist to guide the revision of the paper. The checklist
might consist of a series of questions. What is your purpose? Which sentence states the purpose?
re they clearly stated? Have you given examples where they are
needed? etc. For more elaborate writing assignments, more elaborate checklists may be devised.
ir problems for themselves in this way. The other members of the group, serving as the
audience with whom the writer is trying to communicate, ask questions about anything in the paper that
The partners use a checklist such as the following to
respond to each other's paper.
3. Underline the thesis statement and the topic sentences in the essay Circle the controlling ideas in
information is needed?
b. Are there places that you find confusing?
d. Are there examples that do not relate to the thesis statement?
oy M. Reid. The Process of Composition. Prentice-Hall, Inc., 1988. Reprinted by permission of Prentice-
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