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Revision Cognitive and Instructional Processes

Cognitive and Instructional Processes

  • Book
  • © 2004

Overview

Editors:
  1. Linda Allal

    1. University of Geneva, Switzerland

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  2. Lucile Chanquoy

    1. University of Nantes, France

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    You can also search for this editor in PubMed   Google Scholar

  3. Pierre Largy

    1. University of Toulouse Le Mirail, France

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Part of the book series: Studies in Writing (STUW, volume 13)

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Table of contents (12 chapters)

  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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Keywords

About this book

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.

Editors and Affiliations

  • University of Geneva, Switzerland

    Linda Allal

  • University of Nantes, France

    Lucile Chanquoy

  • University of Toulouse Le Mirail, France

    Pierre Largy

Bibliographic Information

  • Book Title: Revision Cognitive and Instructional Processes

  • Book Subtitle: Cognitive and Instructional Processes

  • Editors: Linda Allal, Lucile Chanquoy, Pierre Largy

  • Series Title: Studies in Writing

  • DOI: https://doi.org/10.1007/978-94-007-1048-1

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media New York 2004

  • Hardcover ISBN: 978-1-4020-7729-6Published: 31 January 2004

  • Softcover ISBN: 978-94-010-3776-1Published: 05 October 2012

  • eBook ISBN: 978-94-007-1048-1Published: 06 December 2012

  • Series ISSN: 1572-6304

  • Edition Number: 1

  • Number of Pages: VI, 237

  • Topics: Language Education, Cognitive Psychology, Psycholinguistics

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