ERIC Number: ED306597
Record Type: Non-Journal
Publication Date: 1989-May
The Effects of Prompts upon Revision: A Glimpse of the Gap between Planning and Performance (Reading-to-Write Report No. 7). Technical Report No. 26.
Peck, Wayne C.
This study is the seventh in a series of reports from the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. This part of the study examines whether students could make more significant revisions in their writing if they were merely prompted to examine and improve their essays or if they were asked to transform their prose into an interpretive essay with a clear purpose. Subjects, 69 students enrolled in freshman composition, wrote essays after reading a passage describing time management techniques. After writing their essays, subjects in the experimental group were given a lecture on task representation and asked to turn their essays into interpretive essays that included a specific purpose. Subjects' think-aloud protocols were recorded. Fifty-seven of the students completed the revision assignment. Results indicated that students demonstrated different levels of metacognitive awareness and control over the revision process and that a gap existed between some writers' planning process and their writing performance. (Three tables of data and the Reading-to-Write study reference list are included.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.