Before I begin writing a nonfiction book, I usually have a clear picture in my mind of what I want to accomplish. And once in a while, that initial picture becomes a reality. But usually it doesn’t. That’s when it’s time to roll up my sleeves and start revising.
First, I look at the big picture. Have I chosen the best writing style (narrative vs. expository) and voice (lively vs. lyrical)? Does my point of view (first, second, or third) work? What about the text structure? At least one of these elements is usually the problem, and the only solution is a complete overhaul. This process is often messy and frustrating, but oh so necessary.
When these elements are working, I dive headfirst into my favorite part of the writing process—looking closely at each and every word to see if it’s appropriate, precise, and effective.
I read the writing aloud to get a feel for the flow and consider how I might improve each word, each phrase, each sentence. I replace weak verbs with vibrant ones that do more heavy lifting. I add comparisons to make abstract ideas more relatable and experiment with language devices. I also cut every single word that isn’t absolutely critical.
As I do this, I feel the kind of joy that some people have told me they experience as they decorate a birthday cake for a loved one or accessorizing an outfit or research which big-screen TV to buy or add the final details to a painting.
How can we encourage students to approach revision with this same sense of playfulness? How can we help students see that close revision can be a fun challenge instead of a tedious slog?
Melissa Stewart is the award-winning author of more than 180 nonfiction books for children, including Can an Aardvark Bark?; No Monkeys, No Chocolate; and Feathers: Not Just for Flying. Her highly-regarded website contains a rich array of educational resources for teaching nonfiction reading and writing.