Redefining Revision for Freshmen

Research in the Teaching of English Feb 1991

David L. Wallace Carnegie Mellon University ; John R. Hayes Carnegie Mellon University

Abstract

This study investigates the impact of task definition on students’ revising strategies. Our primary aim was to determine if freshman students could revise globally if instructed to do so and if those global revisions would result in improved texts. We asked two groups of freshmen to revise a text provided by the experimenters; one group was given eight minutes of instruction on how to revise globally, and the other was simply asked to make the text better. The texts written by students who received the instruction were judged both to be of significantly better quality and to have included significantly more global revision. Further, the improvement appears to affect the treated population generally rather than just a small part of that population.

Journal: Research in the Teaching of English
Published: 1991-02-01
DOI: 10.58680/rte199115475
Open Access: Closed
Topics: revision affect and writing

Citation Context

Cited by in this index (4)

Hayes (2012)

Modeling and Remodeling Writing

Written Communication
Butler et al. (2011)

Investigating Instruction for Improving Revision of Argumentative Essays

Written Communication
Myhill et al. (2007)

More Than Just Error Correction

Written Communication
Hill et al. (1991)

Revising on-line: Computer technologies and the revising process

Computers and Composition

Cites in this index (0)

No references match articles in this index.

CrossRef global citation count: 46 View in citation network →