TR 26. The Effects of Prompts Upon Revision: A Glimpse
of the Gap Between Planning and Performance, by Wayne
C. Peck (Reading-to-Write Report 7). This report analyzes
the think-aloud protocols and finished texts of students
asked to revise a written assignment. Students introduced
to task representation and prompted to "interpret for a
purpose of one's own" on revision were far more likely to
change their organizing plan than students prompted merely
to revise to "make the text better." However, the
protocols also revealed a significant group of "intenders"
who made plans they were unable to translate into text.
May, 1989; 26 pages; $4.00.
OP 21. Redefining Revision for Freshmen, by David L.
Wallace and John R. Hayes. This study investigates the
impact of explicit instructions on the revising strategies
of college freshmen. Wallace and Hayes find that students
instructed to revise globally produce better revisions
than students simply asked to revise. They were able to
produce a significant increase in global revision and in
revision quality with just eight minutes of instruction,
which allowed students to access revision skills they
already possessed. July, 1990; 10 pages; $3.50.
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Order report
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