Why is it important to revise a paper

Revise someone else's text

Texts in the minds of writers and readers can differ from one another, even if they refer to a common product. Using the example of a foreign text, children in 3rd grade become aware of this and work on text coherence.

Monika Daum / Christina Bär
The writing of a text takes place in a distance communication, because writers and readers usually do not share a common space of perception. The requirement for texts is that they are understandable in and of themselves. This makes writing a challenge - especially for young writers who need to become aware of this. In order to raise awareness, it can make sense to work with another text. It may be easier for the children to distance themselves from another text than to see their own text with other people's eyes. In addition, they can express themselves freely about the text because the author is not present.
Get to know the foreign text
The fairy tale "The Enchanted Sea" (see Fig.1) convinces with its text patterns: Through typical people (king, queen, princess, wolf), roles (friend and foe), places (forest) and moments of action (longing for mother, Desire and fulfillment) a literarily successful text is created. The fairytale consists in the idea of ​​the enchanted sea. Another quality is the implicit design of the text. The enchanted sea seems to fulfill wishes and at the same time to be dangerous. The father warns: “You know what happened to your mother.” And says: “... just come back to me safe and sound” (line 6f.). But the text does not reveal what happened to the mother at the enchanted sea. This creates room for interpretation that makes the text interesting. The end of the text shows that dealing with implicitness is not always easy. Readers who expect the fairy tale to end well might ask themselves why the princess goes home satisfied (line 15f.): Doesn't her mother have to be alive again for that?
Take a close look at the foreign text
The aim of this unit is to deal with text coherence: It is about the question of what writers want to say with their texts and how they want to be understood by others in their texts. At the beginning of the first lesson, the class gathers in a circle and the teacher initially only reads the title of the fairy tale: “The enchanted sea”. The children express their thoughts on this. These anticipations are recorded on the board:
  • other animals, monsters,
  • Land creatures live in
  • peaceful sea creatures,
  • the underwater world looks different, e.g. algae in silver,
  • the animals change,
  • a fountain that fulfills wishes.
The statements of the children revolve around the topics "life under water" and "mysticism". The anticipations help to build a distance in order to be able to look at the foreign text later with critical eyes. Then the teacher reads the fairy tale aloud. The children find that they have questions about some parts of the text. For example, a child says: "You haven't heard how the mother lived again and what she does afterwards."
The children's impressions lead into a work phase in which they now examine the text more closely in partner work. The fairy tale text is available on a worksheet (M1). The work assignments are noted on a second worksheet (M2). In addition, the children are asked to think about the type of text and the red thread in the text.
After this work phase, the marked texts are pinned to the board and compared. The children notice that a lot has been achieved in the text: They find that the headline arouses curiosity about the text. You discover some formulations that are typical of fairy tales and think it's good that the wolf doesn't eat the princess after all. In particular the ...