"What Do You Mean I Wrote a C Paper?" Writing, Revision, and Self-Regulation

Autor/inn/en	Feltham, Mark; Sharen, Colleen
Titel	"What Do You Mean I Wrote a C Paper?" Writing, Revision, and Self-Regulation
Quelle	In: Collected Essays on Learning and Teaching, 8 (2015), S.111-138 (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Writing (Composition); Revision (Written Composition); Metacognition; Writing Processes; Writing Instruction; Grades (Scholastic); Teaching Methods; Intervention; Interdisciplinary Approach; Surveys; English Instruction; College Faculty; Leadership Training; Females; Undergraduate Students; Workshops; Peer Evaluation; Writing Evaluation; Foreign Countries; Feedback (Response); Canada + Suchen Sie Ihr Suchwort? Schreibübung; Korrektur; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schreibunterricht; Notenspiegel; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Survey; Umfrage; Befragung; English langauage lessons; Englischunterricht; Fakultät; Führungslehre; Weibliches Geschlecht; Lernwerkstatt; Schulung; Ausland; Kanada
Abstract	Students often express surprise at their grades on papers. This gap between expectation and achievement may stem in part from lack of facility with revision strategies. How, then, can teachers work with their students to foster more effective revisions? This question in teaching and learning has inspired an interdisciplinary collaboration: one of us is a management and leadership professor (Sharen), and the other is an English/communication professor (Feltham). In this essay, we describe a research study from winter 2013 in which we explored how a series of interventions improved students' mindsets about the process of drafting and revising reports for a second-year-university course entitled "Women and Leadership." After outlining key aspects of this study that we feel are of general interest, we then present a series of reflective suggestions about how to teach revision derived from both our experiences and a selective survey of the literature on both revision and self-regulation. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01