: Writing is rewriting – making revision visible. The first draft isn’t the end, it’s the beginning. Modelled revision shows pupils that editing and revision strengthen writing.
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Writing is rewriting – making revision visible.
The first draft isn’t the end, it’s the beginning. Modelled revision shows pupils that editing and revision strengthen writing.
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by Town End Research School
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Stella Jones is the Director of Town End Research School and the current Research School Network Content Lead for Primary Literacy.
The first draft is just the start of the story.
Revision is where writing comes to life — but many pupils see it as a sign of failure. That’s why modelling the revision process is so important. It helps shift the perception of revision from “fixing mistakes” to “refining meaning.”
Why does this matter?
When pupils see a teacher revise their own work in real time, they understand that writing is a process, not a performance. In Clip 3, the teacher reads their draft aloud and reflects aloud: “Does this create the effect I want?” or “Could I choose a better word here?” Pupils observe the authorial struggle — hesitation, rewording, improvement.
This normalises redrafting and reassures pupils that they too can take risks, rethink and refine.
Modelling revision effectively
Modelled revision should go beyond surface-level corrections. It’s not just about punctuation or spelling — it’s about strengthening ideas, reorganising structure, and improving clarity.
The teacher models:
- Checking if the tone suits the audience. - Replacing vague words with precise alternatives. - Tackling a spelling difficulty by using a strategy, rather than avoiding it.
These habits sit within the final stages of the 7‑Step Model:
5. Guided Practice – Whole-class revision of a shared draft. 6. Independent Practice – Pupils revise their own work with a clear strategy. 7. Structured Reflection – Pupils articulate the changes they made and why.
Building a culture of improvement
When revision is modelled as thoughtful and purposeful, pupils begin to value the process. They develop confidence not just in writing, but in re-writing — knowing it leads to stronger outcomes and more powerful communication.
* EEF (2017). *Improving Literacy in Key Stage 2. * Graham, S., & Perin, D. (2007). *Writing Next: Effective Strategies to Improve Writing of Adolescents. * Dweck, C. (2006). *Mindset: The New Psychology of Success.
Links to Clips from the Classroom videos and accompanying blogs from our Modelled Writing series can be found here:
