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ERIC Number: ED309451
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 25
Abstractor: N/A
Reference Count: N/A
Students' Use of Semantic Structure in Revising Their Writing. Draft.
DeRemer, Mary; Bracewell, Robert
A study examined the semantic modifications students made to their texts in a structured revision task. Nineteen grade 6 students revised a book report they had previously written in class. Students: (1) added or deleted information from their texts in specific places identified by the experimenters through semantic frame analyses; (2) judged whether the original or revised sequence was better; and (3) justified their preference. The students overwhelmingly preferred their revisions (98% for addition and 84% for deletions). Results of semantic frame analyses indicated that students' additions improved the existing frame structure on 96% of the trials. There was 94% agreement between the students' preference for the revised sequence and the improved rating yielded from the frame structure analyses on addition trials. An agreement of 84% was reached on deletion trials. Holistic ratings of revisions also agreed with the ratings from the frame structure analyses. Students' justifications for their preference of original or revised text segments for both addition and deletion trials indicated awareness of semantic frame structure and of the discourse function of their revisions. These results reveal students' competence in semantic level revision. (Two figures and three tables of data are included.) (Author/KEH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A