Revision Strategies of Experienced Writers - Main research has been to contrast how students writers define revision. - Describe their revision process as a series of different levels. -Experienced writers have the heaviest concentration on the sentence level. -Experienced writers have two elements of the revision process that include the adoption of a holistic perspective and the perception that revision recursive process. -Students have been taught differently
revision strategies of student writer • Most students did not use the terms revision or rewriting they didn’t feel comfortable about the word revision. • The students also said they don’t use the word the word was only for the teachers. • The aim of revision according to the students is to clean up there speech is unnecessary in writing because writing unlike speech can be reread. • Redoing a paper means cleaning up the paper and crossing out. • Redoing paper for them means they delete words to replace small words • The students decide to stop revising when they believe they didn’t violate any of the “ rules”
Methodology • She used the terms student writers and experienced writers to acknowledge the difference between two groups and the amount of experience they’ve had in writing • She had them write three different essays and had them rewrite them twice • She used a coding system to identify the frequency of revision by level and operation • They used a scale of concerns to codify the writer’s primary, secondary, and tertiary concerns and whether the writers used the same scale when revising the second and third drafts as used in the first one
INTRO • Revision has been notably absent There is two representative: Gordon Rahman Prewriting to writing to rewriting. James Britons Series of stages described in metaphors of linear growth, conception-incubation-production.
• Revision in speech is an afterthought. Revision is simply the further growth of what is already there • There is a fundamental tie between teaching and speech. • Writing begins at the point where speech comes impossible.
Revision Strategies of Experienced Writers
ReplyDelete- Main research has been to contrast how students writers define revision.
- Describe their revision process as a series of different levels.
-Experienced writers have the heaviest concentration on the sentence level.
-Experienced writers have two elements of the revision process that include the adoption of a holistic perspective and the perception that revision recursive process.
-Students have been taught differently
revision strategies of student writer
ReplyDelete• Most students did not use the terms revision or rewriting they didn’t feel comfortable about the word revision.
• The students also said they don’t use the word the word was only for the teachers.
• The aim of revision according to the students is to clean up there speech is unnecessary in writing because writing unlike speech can be reread.
• Redoing a paper means cleaning up the paper and crossing out.
• Redoing paper for them means they delete words to replace small words
• The students decide to stop revising when they believe they didn’t violate any of the “ rules”
Methodology
ReplyDelete• She used the terms student writers and experienced writers to acknowledge the difference between two groups and the amount of experience they’ve had in writing
• She had them write three different essays and had them rewrite them twice
• She used a coding system to identify the frequency of revision by level and operation
• They used a scale of concerns to codify the writer’s primary, secondary, and tertiary concerns and whether the writers used the same scale when revising the second and third drafts as used in the first one
INTRO
ReplyDelete• Revision has been notably absent
There is two representative:
Gordon Rahman
Prewriting to writing to rewriting.
James Britons
Series of stages described in metaphors of linear growth, conception-incubation-production.
• Revision in speech is an afterthought.
Revision is simply the further growth of what is already there
• There is a fundamental tie between teaching and speech.
• Writing begins at the point where speech comes impossible.