NotesFAQContact Us
Search Tips
ERIC Number: ED191048
Record Type: RIE
Publication Date: 1980-Mar
Pages: 23
Abstractor: N/A
Reference Count: 0
The Effect of Multiple Revision on Freshman Writing.
Pferrer, Suzanne
Student writers should be encouraged to transform their initial writer-centered drafts into reader-based prose with discourse that is developed, shaped, and worded to take the reader's needs into consideration. The main features of writer-centered prose are egocentrism, a form that reflects the writer's thought flow, unexpressed causal relations, undeveloped ideas, little or no evidence in support of ideas, and reliance on code words. Samples of writer-centered drafts exemplify these features. Teachers can take the following steps to help students revise their drafts into reader-based prose: (1) direct the writers' attention to their readers' needs with editing comments that question and suggest additions or with comments that reassign and point out a clear direction for revision; (2) help the writers "see" that the information needed by the reader is not on the page; (3) help writers recognize their code words (words or phrases that have specific meaning to the writer) and encourage them to explore those words, searching for their buried meaning; and (4) encourage writers to role play as their own editor reader, reading slowly, word for word, not skimming. The implications for teaching are that teachers should recognize that writer-based prose is a halfway point for many writers and should be capitalized on. In addition, teachers should arm their student writers with a knowledge of the composing process and should allow them enough time and distance between drafts. (AEA)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Audience Awareness; Revision (Written Composition)
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (31st, Washington, DC, March 13-15, 1980).