The Effects of Word Processing and Peer Response Groups in Enhancing Revision Skills - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook The Effects of Word Processing and Peer Response Groups in Enhancing Revision Skills write by Russell Allen Frank. This book was released on 1983. The Effects of Word Processing and Peer Response Groups in Enhancing Revision Skills available in PDF, EPUB and Kindle.
Revision Cognitive and Instructional Processes
Revision Cognitive and Instructional Processes - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Revision Cognitive and Instructional Processes write by Linda Allal. This book was released on 2012-12-06. Revision Cognitive and Instructional Processes available in PDF, EPUB and Kindle. Revision Revisited LINDA ALLAL* & LUCILE CHANQUOY** *University ofGeneva, SWitzerland, **UniversityofNantes, France Revision is a fundamental component of the writing process. So fundamental that for some specialists writing is largely a matter of revising, or as Murray (1978) stated, "Writing is rewriting..." (p. 85). Experience with writing does not, however, automatically translate into increased skill in revision. Learning to revise is a lengthy, complex endeavor. Beginning writers do little revision spontaneously and even experienced writers encounter difficulties in attempting to improve the quality of their texts (Fitzgerald, 1987). Although revision has been extensively dealt with in the writing and learning-to write literature, this book proposes to "revisit" theory and research in this area through a series of new contributions. The introduction begins with an overview of what revision encompasses. It then examines two parallel interrogations that under lie the chapters assembled here, namely: (1) What are the implications of research on cognitive processes for instruction in revision? (2) What are the questions raised by instructional research for the investigation of cognitive processes of revision? A final section presents the chapters of this book.
Writing and Digital Media
Writing and Digital Media - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Writing and Digital Media write by Luuk van Waes. This book was released on 2006-04-04. Writing and Digital Media available in PDF, EPUB and Kindle. Digital media has become an increasingly powerful force in modern society. This volume brings together outstanding European, American and Australian research in "writing and digital media" and explores its cognitive, social and cultural implications. The book is divided into five sections, covering major areas of research: writing modes and writing environments (e.g. speech technology), writing and communication (e.g. hypervideos), digital tools for writing research (e.g. web analysis tools, keystroke logging and eye-tracking), writing in online educational environments (e.g. collaborative writing in L2), and social and philosophical aspects of writing and digital media (e.g. CMC, electronic literacy and the global digital divide).In addition to presenting programs of original research by internationally known scholars from a variety of disciplines, each chapter provides a comprehensive review of the current state-of-the-art in the field and suggests directions for future research.
Resources in Education
Resources in Education - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Resources in Education write by . This book was released on 1998. Resources in Education available in PDF, EPUB and Kindle.
Heterogeneous Peer Response Groups
Heterogeneous Peer Response Groups - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Heterogeneous Peer Response Groups write by Stephen M. Brooks. This book was released on 2010. Heterogeneous Peer Response Groups available in PDF, EPUB and Kindle. This two-week study involving sixty-six students was conducted in two Advanced English 10 classes in a large, urban high school. After instruction in types of feedback and writing constructive criticism, students were placed in heterogeneous groups of three in which they reviewed each other's drafts of a literary analysis essay and offered verbal and written feedback. Students participated in the same groups for three meetings, revising their essays before each meeting. The final draft of the essay for all students was evaluated for content and organization. One group of three focus students was chosen from each class to audiotape during each group meeting. All focus students' drafts were analyzed for implementation of feedback. Observation data were collected at five-minute intervals to assess student engagement and record selective verbatim. Pre- and post-intervention attitude data were collected through student surveys. Observation data revealed students engaged in the activity and offered high-level feedback. Comparison of first and final draft scores showed that forty-three students demonstrated an increase in essay scores. No students experienced a decrease in scores. Five students maintained perfect scores. Five of six focus students turned in their essays. Four of the five made significant changes to their essays, which resulted in an increase in scores. One focus student did not make peer-suggested revisions and saw no increase in scores. Analyses of focus students' drafts revealed the highest number of constructive written comments by the stronger writers, but the struggling writers also demonstrated some skill in high-level feedback. Analyses of the recordings of one group found that the strongest writer offered most of the high-level verbal feedback, with the weaker writers offering some effective feedback, but substantially less. Attitude surveys revealed most students found the activity to be beneficial, with a significant number of students finding the peer response groups effective only with the "right" students in the group. Heterogeneous peer response groups seemed to offer an opportunity for struggling writers to gain writing and revision skills from the stronger writers in the group; the most skilled writers, then, had an opportunity to articulate their knowledge of writing.
