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ERIC Number: ED373347
Record Type: RIE
Publication Date: 1994-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
Strategy Differences in Revising between Skilled and Less Skilled Writers.
Francis, Mardean; McCutchen, Deborah
A study explored how students of differing writing abilities (high, middle or low) approached a revising task that called for both editing (surface level changes) and revising (meaning level changes) and the effect that marking error location had on students' ability to detect and correct the two kinds of errors. Subjects, 12 seventh graders, were paired to form two skill-level dyads for each ability level. Each dyad was then assigned to revise either two texts in a marked condition (with sentences containing errors highlighted) or two texts in an unmarked condition. Discussions of the dyads were tape-recorded, transcribed, and analyzed. Results indicated that: (1) high-ability students appeared able to consider both texts holistically and segment them at the sentence level; (2) low-ability students considered the paragraphs holistically and never considered the text globally; (3) middle-ability students in the marked condition performed more like the high ability students, but those in the unmarked condition behaved more like low-ability students; (4) marking seemed to cause the students to focus on the highlighted sentences and not consider the text as a whole; and (5) higher ability dyads displayed more confidence toward their ability to do the revising task. Findings suggest that students who are less skilled in writing would benefit greatly from instruction that focus them on comprehending texts as a whole first, followed by activities that give them practice rearranging ideas at the sentence level. (Contains 18 references. Two sample marked and two sample unmarked texts are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Dialogic Communication
Note: Paper presented at the Annual Meeting of the American Educational Research Association (75th, New Orleans, LA, April 4-8, 1994).