Better Revision in Eight Minutes? Prompting First-Year College Writers to Revise Globally
Two experiments examined the relation between revision and task definition among college students in writing courses. In Experiment 1, students prompted to make global revisions to their drafts of college application letters improved their drafts more than students not prompted to make global revisi...
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| Veröffentlicht in: | Journal of educational psychology 1996-12, Vol.88 (4), p.682-688 |
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| container_end_page | 688 |
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| container_title | Journal of educational psychology |
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| creator | Wallace, David L Hayes, John R Hatch, Jill A Miller, Walden Moser, Grant Silk, Christine Murphy |
| description | Two experiments examined the relation between revision and task definition among college students in writing courses. In Experiment 1, students prompted to make global revisions to their drafts of college application letters improved their drafts more than students not prompted to make global revisions. Results of Experiment 1 extended results of D. L. Wallace and J. R. Hayes (1991), who found the same effect for students revising text they had not written. In Experiment 2, the treatment did not improve revisions by college students (identified as measured by low SAT verbal scores) who completed the same writing task. Together, results of these 2 experiments suggest that the prompt to revise globally may be effective in helping entry-level college writing students improve their texts (the prompt seems to have encouraged them to make better revisions) but that it is not effective in helping basic-level college writing students revise. |
| doi_str_mv | 10.1037/0022-0663.88.4.682 |
| format | Article |
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In Experiment 2, the treatment did not improve revisions by college students (identified as measured by low SAT verbal scores) who completed the same writing task. Together, results of these 2 experiments suggest that the prompt to revise globally may be effective in helping entry-level college writing students improve their texts (the prompt seems to have encouraged them to make better revisions) but that it is not effective in helping basic-level college writing students revise.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.88.4.682</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Academic achievement ; Biological and medical sciences ; College Freshmen ; College Students ; Competence ; Educational psychology ; Fundamental and applied biological sciences. 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Prompting First-Year College Writers to Revise Globally</title><title>Journal of educational psychology</title><description>Two experiments examined the relation between revision and task definition among college students in writing courses. In Experiment 1, students prompted to make global revisions to their drafts of college application letters improved their drafts more than students not prompted to make global revisions. Results of Experiment 1 extended results of D. L. Wallace and J. R. Hayes (1991), who found the same effect for students revising text they had not written. In Experiment 2, the treatment did not improve revisions by college students (identified as measured by low SAT verbal scores) who completed the same writing task. 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Prompting First-Year College Writers to Revise Globally</atitle><jtitle>Journal of educational psychology</jtitle><date>1996-12-01</date><risdate>1996</risdate><volume>88</volume><issue>4</issue><spage>682</spage><epage>688</epage><pages>682-688</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>Two experiments examined the relation between revision and task definition among college students in writing courses. In Experiment 1, students prompted to make global revisions to their drafts of college application letters improved their drafts more than students not prompted to make global revisions. Results of Experiment 1 extended results of D. L. Wallace and J. R. Hayes (1991), who found the same effect for students revising text they had not written. In Experiment 2, the treatment did not improve revisions by college students (identified as measured by low SAT verbal scores) who completed the same writing task. Together, results of these 2 experiments suggest that the prompt to revise globally may be effective in helping entry-level college writing students improve their texts (the prompt seems to have encouraged them to make better revisions) but that it is not effective in helping basic-level college writing students revise.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.88.4.682</doi><tpages>7</tpages></addata></record> |
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| ispartof | Journal of educational psychology, 1996-12, Vol.88 (4), p.682-688 |
| issn | 0022-0663 1939-2176 |
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| source | EBSCOhost APA PsycARTICLES; Periodicals Index Online |
| subjects | Academic achievement Biological and medical sciences College Freshmen College Students Competence Educational psychology Fundamental and applied biological sciences. Psychology Higher Education Human Instructional Effectiveness Language Arts Education Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Revision (Written Composition) Writing Writing (Composition) Writing Improvement Writing Prompts Writing Skills |
| title | Better Revision in Eight Minutes? Prompting First-Year College Writers to Revise Globally |
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