EDITING MADE EASY: Strategies For All Writers


[semester equivalent = 2.00 credits]



Mary Ann Johnson



Do students groan when you say it is time to edit and revise? Are you intimidated by grammar and writing conventions, perhaps never having been explicitly taught them in a way that made sense?  Is there never enough time for editing in your writers' workshop?  Does it seem that your editing lessons are not really connected to what students are writing? Do some students still struggle to write complete sentences, while others have mastered that but struggle with other conventions? How do you take all students to the next level?  
This class teaches you to focus and build on what your students are doing right. Instead of targeting student errors, learn how to build on their writing strengths. Use literature and well-written sentences to show students how their sentences can be crafted. Find ways to make editing a daily part of your writing time. It IS possible to have fun while teaching editing, grammar and conventions to all of your students! Each chapter provides you with ideas you can use immediately. Appropriate for teachers of grades 3-12.


LEARNING OUTCOMES: Upon completion of this course, participants will have:

1. Learned what is effective in teaching students grammar and editing.
2. Learned how to increase students' confidence in editing and enjoy this process.
3. Understood how to use mentor texts and model sentences to model good writing techniques.
4. Used the editing process to inspire positive changes in student writing.
5. Empowered students to be active participants in the writing process.

Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.



Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%


CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.



Everyday Editing by Jeff Anderson. ISBN: 1571107096

  • Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's Workshop
    ISBN# 9781571107091
    by Anderson, Jeff
    Stenhouse Publishers

    Buy from Amazon


The text is available from for $15.


Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to gifted classes. She has also been a junior high vice principal and is now working with teachers for continuing education in classes, distance learning and building leadership groups. She is a teacher emeritus who has led seminars for educators which focus on developing a quality learner environment for students and for teachers. Her courses are research-based and resonate with user-friendly and energizing content.


EDITING MADE EASY: Strategies For All Writers

Allington. R., What Really Matters for Struggling Readers: Designing Research-Based Programs. New York: Addison-Wesley Longman, 2001.
,This book includes research on the best-practices for building fluency, comprehension skills and interventions that work for struggling readers and writers. It is easy to understand and practical. We know that good readers tend to be good writers, and so this book helps your students have the skills to become strong readers.
Anderson, Jeff. Everyday Editing. Portland, ME: Stenhouse Publishers, 2007.
Instead of rehearsing errors and drilling students on what's wrong with a sentence, this book invites students to look carefully at their writing along with mentor texts and to think about how punctuation, grammar, and style can be best used to hone and communicate meaning.
Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and Style into Writer's Workshop. Portland, ME: Stenhouse Publishers, 2005.
Mechanically Inclined is the culmination of years of experimentation that merges the best of writer's workshop elements with relevant theory about how and why skills should be taught. It connects theory about using grammar in context with practical instructional strategies, explains why kids often don't understand or apply grammar and mechanics correctly, focuses on attending to the “high payoff,” or most common errors in student writing, and shows how to carefully construct a workshop environment that can best support grammar and mechanics concepts.
Boushey, G., Moser, J. The Cafe Book. Portland, ME: Stenhouse Publishers, 2009.
This book shows teachers how to use effective strategies to increase Comprehension, Accuracy, Fluency
and Expand vocabulary (CAFE) in the classroom. These strategies help with both reading and writing instruction.
Boushey, G., Moser, J. The Daily Five: Fostering Literacy Independence in the Elementary Grades. Portland, ME: Stenhouse Publishers, 2006.
Designed to help teachers spend less time managing and more time teaching, this book demonstrates how to have students become independent learners during literacy time. Teachers have students read to themselves, read to a partner, listen to reading, write and work on word skills while the teacher conferences and works with small groups.
Buckner, Aimee. Notebook Know-How: Strategies for the Writer's Notebook. Portland, ME: Stenhouse Publishers, 2005.
A writer's notebook is an essential springboard for the pieces that will later be crafted in writers' workshop. It is in this notebook that students brainstorm topics, play with leads and endings, tweak a new revision strategy, or test out a genre for the first time. This book shows teachers how to use the Writer's Notebook in the classroom.