ERIC Number: ED472654
Record Type: RIE
Publication Date: 2001-Nov
How Mind Works To Revise Compositions.
This study investigated cognitive processes involved in English-as-a-Second-Language (ESL) students' correcting and revising drafts after receiving oral feedback from their teachers, noting factors that led to better written products and factors that did not improve student writing. The study examined what kinds of revision strategies students used and which strategies they needed to practice. Twelve students wrote and revised essays about their opinions on the death penalty. The essays were assessed and graded by two raters. Students received oral feedback from their teachers, then revised their writing. Students' revision strategies were classified using think-aloud protocols. Teacher-student conferences and writers' verbal reports about their strategies during the rewriting process were recorded, analyzed, and categorized. Results supported previous research findings about the importance of cognitive processes, also mapping out differences between weak and strong writers in terms of revision strategies. Findings suggested that weak language proficiency was not the only factor interfering with the development of writing skills. (Contains 14 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Symposium on English Teaching (10th, Taipei, Taiwan, November 17, 2001).