Abstract
The editing of writing is included as part of the writing process; however, this component of the process is problematic and often is not discussed. The editing of writing is often included as part of the revision process, when in actuality, they are two separate processes. For this reason, students struggle with how to edit which leads to the teacher editing the writing instead of the student. The purpose of the use of an editing protocol is to create independent self-editors during the writing process. Sources of Data A pre and post writing assessment was administered to both the experimental and control group. Writing convention errors were calculated on three samples between the pre and post writing assessments for the experimental group. Rubric scores measured improvement in the area of content and conventions. A student survey was administered to the experimental group, which consisted of 30 fourth grade students prior to the treatment period as well as at the conclusion of the treatment to ensure metalinguistic awareness development. Conclusions Reached The editing protocol allowed students to edit a peers writing as well as served as a reference tool when composing their own writing. The editing cards enabled students to edit their own work. The editing intervention treatment successfully reduced the number of editing errors in writing conventions in the experimental group. The results of the surveys indicated that students see the editing cards as a resource as well as a strategy in producing a well-written piece of writing. Following this intervention students also appeared to have a better, more realistic definition of what it takes to be a good writer and editor.