Teaching Children About Revision in Writing
Teaching Children About Revision in Writing
复制标题
教孩子们写作修改
DOI：
10.1207/s1532690xci0401_1
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发表时间：
1987
影响因子：
3.3
通讯作者：
L. R. Markham
中科院分区：
文献类型：
--
作者：
J. Fitzgerald;L. R. Markham
我们调查的影响，在修订过程中的指导儿童的知识的修订过程中，他们的能力，使纸上的修订，并对他们的写作质量。15名六年级学生在修订过程中接受了指导; 15名对照阅读了良好的文献。在指导之后，每个孩子都写了一个故事，接受了关于可能修改的采访，并有机会在第一份副本上进行修改，然后再写一份草稿。修订过程的知识的主要变量是建议进行修订的点的数量和建议的变化的平均特异性。在纸上进行修改的能力的主要变量是修改的总数。对初稿和终稿进行了质量评分。指导确实影响了对修订过程的了解，并加强了修订工作。对于修订组，质量判断倾向于在草稿中增加，而对于对照组，它们保持稳定。
We investigated effects of instruction in the process of revision on children's knowledge of the revision process, on their ability to make revisions on paper, and on the quality of their writing. Fifteen sixth graders received instruction in the process of revision; 15 controls read good literature. After instruction, each child wrote a story, was interviewed about potential revisions, and was given an opportunity to make changes on the first copy and then write another draft. The main variables for knowledge of the revision process were number of spots suggested for revision and average specificity of suggested changes. The main variable for ability to make revisions on paper was total number of revisions made. A quality score was obtained for the first and final drafts. Instruction did affect knowledge of the revision process, and it enhanced revision efforts. Quality judgments tended to increase across drafts for the revision group, whereas they remained stable for the controls.