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ERIC Number: ED418407
Record Type: Non-Journal
Publication Date: 1996-Mar
Pages: 21
Abstractor: N/A
Reference Count: N/A
Revision Blocked: Assessing a Writer's Development.
Chrenka, Lynn; Balkema, Sandra; Kuzma, Faye; Vasicek, Brenda
Despite writing teachers' best efforts, students still seem to regard the request to revise as intimating failure. Many researchers have noted students' lack of response to teacher comments, and much of this research has provided a corrective lens on vague or even aggressive teacher comments. Unpracticed writers replace the task of revising with editing. Inexperienced and reluctant writers often respond to their writing teacher's end and marginal comments requesting revision by ignoring them or making only minor repairs. Using ungraded work, "in progress" grades, and portfolios are techniques which attempt to direct the students' attention on the process of discovery, on expressing their ideas in writing, and on revising their writing. While the writing teachers in the developmental writing program at Ferris State University currently use a pass/fail system, they continue to wrestle with the issues that grading and non-grading raise including teacher role, student motivation, and reward. In 1995, the faculty returned to portfolios as a source of information about the ways their students responded to the teacher mandate to revise. Using established portfolio assessment procedures, 8 faculty read and evaluated 21 portfolios. Results indicated that developmental students were able to move at least in limited ways beyond the sentence level when teachers guided that activity. Process approach teachers can help students gain facility by helping them practice a range of revision strategies and should use process assessment to credit and reinforce the value and centrality of revising. (Contains 19 references and six figures.) (RS)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A