Revision : cognitive and instructional processes
Author(s)
Bibliographic Information
Revision : cognitive and instructional processes
(Studies in writing / general editors, Gert Rijlaarsdam and Eric Espéret, v. 13)
Kluwer Academic Publishers, c2004
Available at 7 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. [209]-223) and indexes
Description and Table of Contents
Description
Revision Revisited LINDA ALLAL* & LUCILE CHANQUOY** *University ofGeneva, SWitzerland, **UniversityofNantes, France Revision is a fundamental component of the writing process. So fundamental that for some specialists writing is largely a matter of revising, or as Murray (1978) stated, "Writing is rewriting..." (p. 85). Experience with writing does not, however, automatically translate into increased skill in revision. Learning to revise is a lengthy, complex endeavor. Beginning writers do little revision spontaneously and even experienced writers encounter difficulties in attempting to improve the quality of their texts (Fitzgerald, 1987). Although revision has been extensively dealt with in the writing and learning-to write literature, this book proposes to "revisit" theory and research in this area through a series of new contributions. The introduction begins with an overview of what revision encompasses. It then examines two parallel interrogations that under lie the chapters assembled here, namely: (1) What are the implications of research on cognitive processes for instruction in revision? (2) What are the questions raised by instructional research for the investigation of cognitive processes of revision? A final section presents the chapters of this book.
Table of Contents
Introduction: Revision Revisited.- What Triggers Revision?.- Processing Time and Cognitive Effort in Revision: Effects of Error Type and of Working Memory Capacity.- Orthographic Revision: The Case of Subject-Verb Agreement in French.- Revision in the Context of Different Drafting Strategies.- Audience Perspective in Young Writers' Composing and Revising. Reading as the Reader.- Revision of form and Meaning in Learning to Write Comprehensible Text.- Insights from Instructional Research on Revision with Struggling Writers.- Integrated Writing Instruction and the Development of Revision Skills.- Effects of Collaborative Revision on Children'S Ability to Write Understandable Narrative Texts.- Collaborative Revision and Metacognitive Reflection in a Situation of Narrative Text Production.- The Study of Revision as a Writing Process and as a Learning-to-Write Process. two Prospective Research Agendas.- References.- Author Index.- List of Contributors.
by "Nielsen BookData"