Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Sign In to gain access to subscriptions and/or personal tools.
Written Communication
This Article
Right arrow Free Full Text (Free PDF) Free
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Myhill, D.
Right arrow Articles by Jones, S.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

More Than Just Error Correction

Students' Perspectives on Their Revision Processes During Writing

Debra Myhill

University of Exeter, United Kingdom

Susan Jones

University of Exeter, United Kingdom

Drawing on the second phase of a 2-year study of students' linguistic and compositional processes, this article describes students' reflections on their online revision processes, those revisions made during the process of translating thoughts into written text. The data collected were from classroom observation and post hoc interviews with 34 students, who were observed during a writing task in the English classrooms and interviewed subsequently to elicit their reflections and understandings of their own revising processes. The analysis indicates that students tend to conceptualize revision as a macro-strategy and as a task that is predominantly undertaken as a posttextual production reviewing activity. It also indicates that students engage in multiple revising activities during writing, including many revisions that are not concerned with simple matters of surface accuracy, and many students are able to talk about these perceptively and with insight.

Key Words: editing • composing processes • metacognition • metalinguistic awareness • revision activities • online revision

Written Communication, Vol. 24, No. 4, 323-343 (2007)
DOI: 10.1177/0741088307305976
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Assessment for Effective InterventionHome page
L. Miller
Informal and Qualitative Assessment of Writing Skills in Students With Disabilities
Assessment for Effective Intervention, June 1, 2009; 34(3): 178 - 191.
[Abstract] [PDF]

Home page
 Behav Res MethodsHome page
A. Wengelin, M. Torrance, K. Holmqvist, S. Simpson, D. Galbraith, V. Johansson, and R. Johansson
Combined eyetracking and keystroke-logging methods for studying cognitive processes in text production
Behav Res Methods, May 1, 2009; 41(2): 337 - 351.
[Abstract] [PDF]