Revision : cognitive and instructional processes / edited by Linda Allal, Lucile Chanquoy, Pierre Largy.

Contributor(s):

Material type: Text

text

Media type:

unmediated

Carrier type:

volume

ISBN:

1402077297
9781402077296

Subject(s):

DDC classification:

808 22

LOC classification:

P301.5.E34 R48 2004

Contents:

Introduction : Revision revisited / Linda Allal & Lucille Chanquoy -- What tirggers revision? / John R. Hayes -- Processing time and cognitive effort in revision : effects of error type and of working memory capacity / Annie Piolat ... [et al.] -- Orthorgraphic revision : the case of subject-verb agreement in French / Pierre Largy, Lucile Chanquoy, & Alexandra Dédéyan -- Revision in the context of different drafting strategies / David Galbraith & Mark Torrance -- Audience perspective in young writers' composing and revising : reading as the reader / David R. Holliway & Devorah McCutchen -- Revision of form and meaning in learning to write comprehensible text / Amos Van Gelderen & Ron Oostdam -- Insights from instructional research on revision with struggling writers / Charles A. MacArthur, Steve Graham, & Karen R. Harris -- Integrated writing instruction and the development of revision skills / Linda Allal -- Effects of collaborative revision on children's ability to write understandable narrative texts / Pietro Boscolo & Katia Ascorti -- Collaborative revision and metacognitive reflection in a situation of narrative text production / Yviane Rouiller -- The study of revision as a writing process and as a learning-to-write process : two prospective research agendas / Gert Rijlaarsdam, Michel Couzijn, & Huub Van den Bergh.

Summary: "Revision is a fundamental part of writing and the acquisition of revision skills is a complex and lengthy process. This book draws together current research on revision from two areas. The first is the large body of empirical work on the cognitive processes involved in the revision of written language production. This research looks at how operations of revision intervene during various phases of writing, at the resources or constraints (e.g., working memory load, content knowledge, strategy use) that affect revision and at developmental aspects of revision capabilities. The second area of research concerns the study of students learning to revise texts in instructional settings. This research examines the effects of instructional design conditions (structure and sequencing of tasks, strategy instruction, word processing) and the impact of peer interactions on student acquisition of revision skills. The contributions by European and North American specialists provide new insights into revision processes and raise new questions about the interplay between cognitive and instructional factors. The authors present critical reviews of research findings, as well as recent empirical work conducted in experimental and classroom settings. Revision is an essential resource for researchers in cognitive, developmental and educational psychology who are interested in language acquisition, and for professionals of language instruction, including pre-service and in-service teacher training."--Publisher description.

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Holdings
Item type	Current library	Call number	Copy number	Status	Date due	Barcode
Book	City Campus City Campus Main Collection	808 REV (Browse shelf(Opens below))	1	Available		A453074B

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Previous	808 ON On style : an atelier /	808 POE The poetics, aesthetics, and philosophy of narrative /	808 PRI The private, the public, and the published : reconciling private lives and public rhetoric /	808 REV Revision : cognitive and instructional processes /	808 RIC Rhetoric /	808 RYA Avatars of story /	808 SHE The available means of persuasion : mapping a theory and pedagogy of multimodal public rhetoric /	Next

Includes bibliographical references (pages 210-223) and index.

"Revision is a fundamental part of writing and the acquisition of revision skills is a complex and lengthy process. This book draws together current research on revision from two areas. The first is the large body of empirical work on the cognitive processes involved in the revision of written language production. This research looks at how operations of revision intervene during various phases of writing, at the resources or constraints (e.g., working memory load, content knowledge, strategy use) that affect revision and at developmental aspects of revision capabilities. The second area of research concerns the study of students learning to revise texts in instructional settings. This research examines the effects of instructional design conditions (structure and sequencing of tasks, strategy instruction, word processing) and the impact of peer interactions on student acquisition of revision skills. The contributions by European and North American specialists provide new insights into revision processes and raise new questions about the interplay between cognitive and instructional factors. The authors present critical reviews of research findings, as well as recent empirical work conducted in experimental and classroom settings. Revision is an essential resource for researchers in cognitive, developmental and educational psychology who are interested in language acquisition, and for professionals of language instruction, including pre-service and in-service teacher training."--Publisher description.

Machine converted from AACR2 source record.

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