Determination of Hearing-Impaired Students’ Requirements for Editing and Revision of Written Texts
The editing and revision stages are an important part of the writing process. This study documented the types of revisions, revision units, and revision methods used during writing conferences with hearing-impaired students. The study included seventeen hearing-impaired students educated with the au...
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| Veröffentlicht in: | Educational sciences : theory & practice 2014-01, Vol.14 (3), p.1104 |
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| description | The editing and revision stages are an important part of the writing process. This study documented the types of revisions, revision units, and revision methods used during writing conferences with hearing-impaired students. The study included seventeen hearing-impaired students educated with the auditory/oral approach and enrolled in grades six to eight. The study used descriptive methodology. Revision taxonomy was used to evaluate the data. The study findings showed that the most frequent types of errors committed by hearing-impaired students were replacing one type of affix with another, and adding the wrong type of affix to words. In the unit in which the errors were corrected, there was a greater need to perform corrections on the affixes of the words. Students could correct their errors by finding them independently, or having them pointed out during revision. Students were found to correct their mistakes mostly by listening. |
| doi_str_mv | 10.12738/estp.2014.3.1728 |
| format | Article |
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Pelin</creator><contributor>Zych,Izabela</contributor><creatorcontrib>KARASU, H. Pelin ; Anadolu University ; Zych,Izabela</creatorcontrib><description>The editing and revision stages are an important part of the writing process. This study documented the types of revisions, revision units, and revision methods used during writing conferences with hearing-impaired students. The study included seventeen hearing-impaired students educated with the auditory/oral approach and enrolled in grades six to eight. The study used descriptive methodology. Revision taxonomy was used to evaluate the data. The study findings showed that the most frequent types of errors committed by hearing-impaired students were replacing one type of affix with another, and adding the wrong type of affix to words. In the unit in which the errors were corrected, there was a greater need to perform corrections on the affixes of the words. Students could correct their errors by finding them independently, or having them pointed out during revision. 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| subjects | Conferences (Gatherings) Editing Error Correction Error Patterns Eğitim Bilimleri Foreign Countries Grade 6 Grade 7 Grade 8 Hearing Impairments Kişisel Gelişim Morphemes Oral Communication Method Reading Comprehension Revision (Written Composition) Taxonomy Teacher Student Relationship Teaching Methods Turkey |
| title | Determination of Hearing-Impaired Students’ Requirements for Editing and Revision of Written Texts |
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