Whenever we begin writing focused descriptive segments, my students become so frustrated that the masterpiece they think they have created needs to be molded, revisited, transformed, and changed.  I love this time.  I don't want them to feel frustrated, of course, but writing is frustrating.  The part I love about this time is overcoming these frustrations!  Once the students realize that all of the books on our classroom library shelves have been revised numerous times before they were published, they soon understand they are like real writers.  They are real writers.  They are writers, and part of the writing process is to change, tweak, and improve.  Daily we learn new strategies to make our writing better, we review strategies that we have learned previously, then we practice, we share, we discuss what was great, and ways a piece of writing could be improved.  Oftentimes we refer to improvements based on previous lessons.  Sometimes an opportunity presents itself to learn something new, and the kids soak it up like sponges.  Students welcome new strategies and are eager to make their writing better, but we all must start somewhere!