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ERIC Number: ED442272
Record Type: Non-Journal
Publication Date: 1999-Aug-2
Pages: 30
Abstractor: N/A
Reference Count: N/A
The Writer, the Teacher, and the Text: Examples From Taiwanese EFL College Students.
Chi, Feng-Ming
This paper investigates the writing revision strategies employed by Taiwanese English-as-a-foreign-language (EFL) college sophomores. Nine English majors participated in this study. Participants revised their second drafts based upon teacher feedback--both written and oral. Data were gathered from verbal self-reports, semi-structured oral interviews, and open-ended questionnaires. Analysis revealed three general ideas about written revisions emerging from the data: revising as submission, revising as meaning-negotiation, and revising as reposition. The data indicate that when students were able to take a critical stance to justify, negotiate, or even challenge teacher comments they were more likely to become critical thinkers, writers, and inquirers. This study strongly supports the idea that student revision with teacher feedback is a social-cognitive process, and that when students are given opportunities to revise their writing with responses that resonate with their own experiences, beliefs, and values, they will see revision as a tool for managing their original drafts comfortably and confidently. It is concluded that one of the most important tasks for the writing teacher is to transfer the power of revising to the student. Extensive scholarly references to published research are made throughout the paper. (Contains 23 references.) (KFT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan