Revision Cognitive and Instructional Processes

1. Front Matter

   Pages i-vi

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2. Introduction

   • Linda Allal, Lucile Chanquoy

   Pages 1-7

3. What Triggers Revision?

   • John R. Hayes

   Pages 9-20

4. Processing Time and Cognitive Effort in Revision: Effects of Error Type and of Working Memory Capacity

   • Annie Piolat, Jean-Yves Roussey, Thierry Olive, Murielle Amada

   Pages 21-38

5. Orthographic Revision: The Case of Subject-Verb Agreement in French

   • Pierre Largy, Lucile Chanquoy, Alexandra Dédéyan

   Pages 39-62

6. Revision in the Context of Different Drafting Strategies

   • David Galbraith, Mark Torrance

   Pages 63-85

7. Audience Perspective in Young Writers’ Composing and Revising

   • David R. Holliway, Deborah McCutchen

   Pages 87-101

8. Revision of Form and Meaning in Learning to Write Comprehensible Text

   • Amos Van Gelderen, Ron Oostdam

   Pages 103-123

9. Insights from Instructional Research on Revision with Struggling Writers

   • Charles A. Macarthur, Steve Graham, Karen R. Harris

   Pages 125-137

10. Integrated Writing Instruction and the Development of Revision Skills

    • Linda Allal

    Pages 139-155

11. Effects of Collaborative Revision on Children’s Ability to Write Understandable Narrative Texts

    • Pietro Boscolo, Katia Ascorti

    Pages 157-170

12. Collaborative Revision and Metacognitive Reflection in a Situation of Narrative Text Production

    • Yviane Rouiller

    Pages 171-187

13. The Study of Revision As a Writing Process and as a Learning-to-Write Process

    • Gert Rijlaarsdam, Michel Couzijn, Huub Van Den Bergh

    Pages 189-207

14. Back Matter

    Pages 209-237

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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.

• Action
• Memory
• language
• language acquisition
• learning

• University of Geneva, Switzerland

  Linda Allal

• University of Nantes, France

  Lucile Chanquoy

• University of Toulouse Le Mirail, France

  Pierre Largy

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