'Nothing Too Major': How Poor Revision of Writing May Be an Adaptive Response to School Tasks

Autor/in	Oliver, Lucy
Titel	'Nothing Too Major': How Poor Revision of Writing May Be an Adaptive Response to School Tasks
Quelle	In: Language and Education, 33 (2019) 4, S.363-378 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1511728
Schlagwörter	Revision (Written Composition); Writing (Composition); Writing Skills; Editing; Writing Attitudes; Task Analysis; Secondary School Students; Foreign Countries; Error Correction; Problem Solving; Grading; Writing Improvement; Audience Awareness; United Kingdom (England) + Suchen Sie Ihr Suchwort? Korrektur; Schreibübung; Writing skill; Schreibfertigkeit; Redaktion; Textbearbeitung; Aufgabenanalyse; Sekundarschüler; Ausland; Problemlösen; Notengebung; Schulnote
Abstract	This multicase study explores students' understandings about revision in the light of successive findings that they typically revise their texts little and at superficial levels. Students' limited revising has been variously explained, both in terms of cognitive-metacognitive factors and restrictive school models. Few studies, however, have examined students' thinking about revision. This investigation considers the impact students' concepts of purpose have on their revising and the extent to which perceived expectations and school routines inform the scope of their achievement. One-to-one observations of writing, "post hoc" interviews and analyses of students' texts were repeated over the course of an extended classroom writing task. Findings suggest that whilst students' definitions of revision were narrow and their text changes primarily superficial, they did not necessarily lack the understanding or skill to revise more effectively. Able writers explicitly chose an instrumental approach, attributing limited revision to tightly-prescribed and time-controlled tasks. They perceived a dichotomy between school purposes and more authentic possibilities. The study highlights the contextualised nature of students' decision-making and argues that poor revision may be an adaptive response to school requirements rather than an innate limitation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01