Editing and Revision

  1. Introduction
  2. Teach It 
  3. Dig Deeper


This segment discusses how writers and artists work over a period of time to create a final product. It highlights artist Charlie Hewitt’s printmaking process for “The Portland Print.” The Narrator recaps the video segments and writing process that has been completed so far.

Time: 45-50 minute period


  • Students will edit two pieces of writing for organization, voice, and conventions (according to grade level expectations).

Common Core State Standards for English Language Arts:

  • W.CCR. 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
  • W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • W.CCR.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
  • L.CCR.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Maine Learning Results Visual and Performing Arts Standards:

  • A3 Media, Tools, Techniques, and Processes
  • E2 The Arts and Other Disciplines

Segment Vocabulary:

meander, matrix, state proof
Word Wall

Teach It

Prior to viewing:

Ask students to think about a piece of writing or art that they have created in the past.  Ask them to write the first three words that come to mind when they think about the editing and revising processes for their work.  Ask students to share their words and create a class list, categorizing words into positive, negative and neutral denotations. Discuss results.

Next, ask students to consider, regardless of their thoughts on the actual editing and revising processes:  Was your work improved after it went through the editing and revising? Tell students this segment is about how artists and writers make changes and improvements to their work.

Pause when Charlie Hewitt’s final print is displayed and the Narrator states, “…we can see how dramatically he’s revised this picture to make it stronger. And you can see artists can go through a lot of work to get to a final print.” Ask students to comment on the printmaking process and how different Hewitt’s final print is compared to his first.

Tell students that the remaining portion of the video discusses the importance of editing and revising in writing. Show the remaining portion of the segment.

Writing Through Art Activity:

Ask students to revisit the writing they have completed on the specific image. Tell them to look back at the initial word list they created after watching the Introduction/Brushstrokes and Words segment and compare that to the paragraphs they now have. They, too, have been going through a writing process and should be nearing completion of a final copy. The next step is to edit their own work for organization, voice, and conventions (according to grade level expectations). Then, partners should trade written pieces for a peer edit and review.

Writing conventions and citing artworks

Dig Deeper

Note: If students created a Venn Diagram to compare and contrast art and writing in the first segment, revisit the diagram and make any necessary additions or corrections based on this segment.