84:
audience and purpose of a piece of writing by asking themselves who, what, and why questions such as: Who is my audience? What is the theme? Why is this important? Reflection can help writers gain more insight into the composing and revision processes by providing a method for them to develop a sense of purpose, analyze their ideas, and set revision goals. In writing, revision is a powerful tool that relies heavily on one's knowledge and intentions.
83:
encourages writers to think about their own thinking which is also known as metacognition. Reflection can also be considered a type of second-order thinking. This analytical approach of thinking asks the writer to examine their work with a critical mindset. Writers are able to consider the intended
76:
Another way to think about the writing process and revision is Peter Elbow's concept of first- and second-order thinking. First-order thinking involves intuition and creativity; it consists of exploring tangents and generating ideas. The prewriting and drafting process entails first-order thinking.
115:
allows writers to learn from one another and assess issues that may have been overlooked. It gives writers an outside perspective, increasing their understanding of how their writing is being interpreted by their intended audience. It allows students to learn and strategize with one another. Peer
38:
In an essay, revision may involve the identification of a thesis, a reconsideration of structure or organization, working at uncovering weaknesses, elaborating evidence and illustrations, or clarifying unclear positions. A factor that distinguishes students from making surface level revisions to
67:
Revision is a threshold concept. Threshold concepts are ideas that are essential to grasping further topics of study. It is sometimes viewed as challenging for students due to preconceived views. The hierarchy system established in classroom settings between teacher and student might encourage
58:
et al.'s model of the writing process as a series of stages described in metaphors of linear growth, conception - incubation - production. Here, a review by the writer or a third party, which often give corrective annotations, is part of the process that leads to the revision stage.
120:, where individuals share genres, language, values, concepts, and "ways of being" too better the group as a whole. Discourse communities give writers a space to collaborate with those who have a suitable degree of relevant content or who share a common set of goals.
68:
students to see revision as a form of punishment, forcing students to fix their mistakes. It also works to make students more receptive to teacher feedback, giving teachers the title of "co-authors" of students writing.
77:
Second-order thinking involves being critical and analytical of one's own writing; it consists of reflecting on the ideas developed through drafting and ensuring that they are clearly expressed and well-supported.
35:, revision comes once one has written a draft to work with, so that one can re-see and improve it, iteratively. Working at both deeper and more surface levels a writer can increase the power of the text.
39:
macro level revisions, is the amount of time given by teachers. Revision takes time. Many writers go through multiple rounds of revisions before they reach a final draft.
477:
111:
Teachers' prompts that incorporate the process of invention spark collaboration and communication amongst students in the classroom, producing feedback between peers.
529:
423:
307:
272:
159:
513:
662:
626:
394:
192:
100:
is common, participation of multiple writers facilitates communal revision. Recently, due to the collaborative capabilities of the
698:
333:"Teachers as co-authors of student writing: How teachers' initiating texts influence response and revision in an online space"
693:
603:
23:
of rearranging, adding, or removing paragraphs, sentences, or words. Writers may revise their writing after a
27:
is complete or during the composing process. Revision involves many of the strategies known generally as
471:
117:
97:
93:
332:
448:"Revision and Reflection: A Study of (Dis)Connections between Writing Knowledge and Writing Practice"
126:
31:
but also can entail larger conceptual shifts of purpose and audience as well as content. Within the
584:
459:
360:
225:
80:
554:
658:
622:
576:
509:
400:
390:
352:
313:
303:
278:
268:
188:
165:
155:
688:
650:
614:
566:
344:
217:
55:
47:
32:
643:"Discourse communities and communities of practice: Membership, conflict, and diversity"
604:"Discourse Communities and Communities of Practice: Membership, Conflict, and Diversity"
446:
Lindenman, Camper, Jacoby, Enoch, Heather, Martin, Lindsay Dunne, Jessica (June 2018).
424:"Reflective Writing and the Revision Process: What Were You Thinking? – Writing Spaces"
24:
682:
588:
185:
Revision
Cognitive and Instructional Processes: Cognitive and Instructional Processes
105:
364:
264:
Naming What We Know, Classroom
Edition : Threshold Concepts of Writing Studies
242:
Britton, James, Tony
Burgess, Nancy Martin, Alex McLeod, and Harold Rosen. (1975).
51:
43:
642:
348:
654:
618:
112:
208:
Flower, Linda; Hayes, John R. (1981). "A cognitive process theory of writing".
506:
Effective
Learning and Teaching of Writing: A Handbook of Writing in Education
317:
282:
580:
404:
356:
169:
571:
331:
Magnifico, Alecia Marie; Woodard, Rebecca; McCarthey, Sarah (2019-06-01).
101:
463:
447:
42:
Revision is a larger category of writing behaviors than line-editing or
50:. There are theories such as the three-component model hypothesized by
46:, though writers often make large reorganizations and word-level edits
28:
20:
297:
262:
229:
151:
Writing with power : techniques for mastering the writing process
384:
149:
221:
108:" reviews from several people, who contribute digital annotations.
187:. New York: Springer Science and Business Media LLC. p. 190.
386:
Embracing contraries : explorations in learning and teaching
92:
In educational settings, peer revision, or feedback, is a common
96:
practice. In organizational and other workplace settings where
261:
Downs, Doug. Adler-Kassner, Linda; Wardle, Elizabeth (eds.).
649:, Cambridge University Press, pp. 51–70, 1997-06-13,
555:"Writing a Videogame: Rhetoric, Revision, and Reflection"
553:
Gerdes, Kendall; Beal, Melissa; Cain, Sean (2020-09-30).
611:
Text, Role, and
Context: Developing Academic Literacies
508:. New York: Kluwer Academic Publishers. p. 105.
504:Rijlaarsdam; Bergh, Huub; Couzijn, Michel (2007).
183:Allal, Linda; Chanquoy, L.; Largy, Pierre (2004).
559:Prompt: A Journal of Academic Writing Assignments
123:For further reading see the reference guide:
8:
476:: CS1 maint: multiple names: authors list (
244:The Development of Writing Abilities (11-18)
127:A. Horning & A. Becker (Eds.) (2006).
570:
490:Lisa S. Ede, Andrea A. Lunsford (1990).
129:Revision: History, Theory, and Practice.
441:
439:
296:Wardle, Elizabeth; Downs, Doug (2020).
140:
494:. Carbondale. Southern Illinois Press.
469:
452:College Composition and Communication
210:College Composition and Communication
7:
418:
416:
414:
378:
376:
374:
302:(4th ed.). Bedford/St.Martins.
256:
254:
252:
132:Parlor Press and WAC Clearinghouse.
88:Revision as a collaborative process
72:Reflection in the revision process
14:
116:feedback engages the concept of
63:Revision as a threshold concept
492:Singular Texts, Plural Authors
1:
349:10.1016/j.compcom.2019.01.005
655:10.1017/cbo9781139524650.006
619:10.1017/CBO9781139524650.006
246:London: Macmillan Education.
389:. Oxford University Press.
154:. Oxford University Press.
715:
530:"Benefits of Peer Review"
337:Computers and Composition
104:, there are writers who "
699:Composition (language)
647:Text, Role and Context
54:and John R. Hayes and
572:10.31719/pjaw.v4i2.64
383:Elbow, Peter (1987).
299:Writing about writing
148:Elbow, Peter (1981).
118:discourse communities
98:collaborative writing
94:collaborative writing
534:www.southwestern.edu
694:Textual scholarship
602:Johns, Ann (1997).
466:– via JSTOR.
267:. pp. 66–67.
81:Reflective writing
309:978-1-319-33234-1
274:978-1-60732-578-9
161:978-0-19-512018-9
706:
674:
673:
672:
671:
639:
633:
632:
608:
599:
593:
592:
574:
550:
544:
543:
541:
540:
526:
520:
519:
501:
495:
488:
482:
481:
475:
467:
443:
434:
433:
431:
430:
420:
409:
408:
380:
369:
368:
328:
322:
321:
293:
287:
286:
258:
247:
240:
234:
233:
205:
199:
198:
180:
174:
173:
145:
19:is a process in
714:
713:
709:
708:
707:
705:
704:
703:
679:
678:
677:
669:
667:
665:
641:
640:
636:
629:
606:
601:
600:
596:
552:
551:
547:
538:
536:
528:
527:
523:
516:
503:
502:
498:
489:
485:
468:
445:
444:
437:
428:
426:
422:
421:
412:
397:
382:
381:
372:
330:
329:
325:
310:
295:
294:
290:
275:
260:
259:
250:
241:
237:
207:
206:
202:
195:
182:
181:
177:
162:
147:
146:
142:
138:
90:
74:
65:
33:writing process
12:
11:
5:
712:
710:
702:
701:
696:
691:
681:
680:
676:
675:
663:
634:
627:
594:
545:
521:
515:978-1402027246
514:
496:
483:
458:(4): 581–611.
435:
410:
395:
370:
323:
308:
288:
273:
248:
235:
222:10.2307/356600
216:(4): 365–387.
200:
193:
175:
160:
139:
137:
134:
89:
86:
73:
70:
64:
61:
48:simultaneously
13:
10:
9:
6:
4:
3:
2:
711:
700:
697:
695:
692:
690:
687:
686:
684:
666:
664:9780521567619
660:
656:
652:
648:
644:
638:
635:
630:
628:9780521567619
624:
620:
616:
612:
605:
598:
595:
590:
586:
582:
578:
573:
568:
564:
560:
556:
549:
546:
535:
531:
525:
522:
517:
511:
507:
500:
497:
493:
487:
484:
479:
473:
465:
461:
457:
453:
449:
442:
440:
436:
425:
419:
417:
415:
411:
406:
402:
398:
396:0-19-504661-7
392:
388:
387:
379:
377:
375:
371:
366:
362:
358:
354:
350:
346:
342:
338:
334:
327:
324:
319:
315:
311:
305:
301:
300:
292:
289:
284:
280:
276:
270:
266:
265:
257:
255:
253:
249:
245:
239:
236:
231:
227:
223:
219:
215:
211:
204:
201:
196:
194:9789401037761
190:
186:
179:
176:
171:
167:
163:
157:
153:
152:
144:
141:
135:
133:
131:
130:
124:
121:
119:
114:
109:
107:
103:
99:
95:
87:
85:
82:
78:
71:
69:
62:
60:
57:
56:James Britton
53:
49:
45:
40:
36:
34:
30:
26:
22:
18:
668:, retrieved
646:
637:
610:
597:
562:
558:
548:
537:. Retrieved
533:
524:
505:
499:
491:
486:
472:cite journal
455:
451:
427:. Retrieved
385:
340:
336:
326:
298:
291:
263:
243:
238:
213:
209:
203:
184:
178:
150:
143:
128:
125:
122:
110:
91:
79:
75:
66:
52:Linda Flower
44:proofreading
41:
37:
16:
15:
565:(2): 3–12.
343:: 107–131.
113:Peer review
106:crowdsource
683:Categories
670:2023-03-19
539:2023-03-19
429:2023-03-19
318:1321787544
283:1253563203
136:References
613:: 51–70.
589:224977261
581:2476-0943
405:988428588
357:8755-4615
170:993491749
464:44870977
365:86438229
102:Internet
17:Revision
689:Writing
29:editing
21:writing
661:
625:
587:
579:
512:
462:
403:
393:
363:
355:
316:
306:
281:
271:
230:356600
228:
191:
168:
158:
607:(PDF)
585:S2CID
460:JSTOR
361:S2CID
226:JSTOR
25:draft
659:ISBN
623:ISBN
577:ISSN
510:ISBN
478:link
401:OCLC
391:ISBN
353:ISSN
314:OCLC
304:ISBN
279:OCLC
269:ISBN
189:ISBN
166:OCLC
156:ISBN
651:doi
615:doi
567:doi
345:doi
218:doi
685::
657:,
645:,
621:.
609:.
583:.
575:.
561:.
557:.
532:.
474:}}
470:{{
456:69
454:.
450:.
438:^
413:^
399:.
373:^
359:.
351:.
341:52
339:.
335:.
312:.
277:.
251:^
224:.
214:32
212:.
164:.
653::
631:.
617::
591:.
569::
563:4
542:.
518:.
480:)
432:.
407:.
367:.
347::
320:.
285:.
232:.
220::
197:.
172:.
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.