Download Revision: History, Theory, and Practice (Reference Guides to by Alice Horning, Anne Becker PDF
By Alice Horning, Anne Becker
Like its predecessors in Charles Bazerman's sequence on Reference publications to Rhetoric and Composition, Revision: heritage, thought, and perform explores the big variety of scholarship on revision whereas bringing new gentle to endure on enduring questions. beginning with its review of traditional definitions and misconceptions approximately revision, even if floor or deep, Revision then bargains either theoretical and functional thoughts designed to facilitate post-secondary writing guideline. The twelve participants research contemporary cognitive writing types and the jobs of lengthy- and momentary reminiscence within the writing method, demonstrating theoretically why revision is hard for rookies. Revision can pay shut cognizance to the which means and serve as of revision for varied writers, from uncomplicated to specialist, inventive, and moment language writers. Revision concludes with an in depth presentation of useful pedagogical innovations for instructing revision, with emphasis on revision in textbooks, technology-rich contexts, and peer overview.
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Extra info for Revision: History, Theory, and Practice (Reference Guides to Rhetoric and Composition)
Example text
Peers tended to suggest more than request when the narrative was based on fact, apparently feeling that this kind of writing needed to be accurate unlike a totally invented story, and therefore it was their responsibility as collaborators to help make sure the narrative fulfilled their expectations as readers. Not only does this kind of directed revision, where collaborators are given a specific task to analyze, activate the use of more cognitive processes, but it also encourages students to analyze their own writing in light of the same kinds of suggestions they make about their fellow students’ narratives.
They reported on three basic areas that Writing Model Research Based on Cognitive Processes 45 affect writing expertise. The first is writer-specific and includes domain-specific knowledge plus working memory capacity. The second is situation-specific and involves pre-writing activities like outlining, and so forth. The third area includes both linguistic knowledge and the method used to produce text. Their results demonstrate that the amount of cognitive effort and the length of processing time needed to create text are affected most by the writing situation and the linguistic ability of the writer.
Since these writers gained their expertise through many years of practice, this study helps to substantiate Alamargot and Chanquoy’s hypothesis that maturity and practice are two necessary elements needed to develop writing expertise. Linda Allal, Lucile Chanquoy, and Pierre Largy continue the discussion of how cognitive and metacognitive abilities operate during revision in Revision: Cognitive and Instructional Processes. Starting with a review of various definitions of revision used since Fitzgerald’s 1987 definition, they conclude that revision “transformations,” the actual changes to written text, seems to result from two main actions: 1) the detection of some problem with the internal or external text, or 2) some discovery made during the process of envisioning and then creating written text.