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Facilitating college writers' revisions within a generative-evaluative computerized prompting framework
ARTICLE

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Computers and Composition Volume 13, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

Many who teach and/or study writing processes report that college writers do not routinely revise their own texts. Some also suggest strategies for instructional intervention that support writers in revising their work. This study explored the effects of generative and evaluative computerized writing prompts on the revision efforts of college students enrolled in an elective intermediate composition course. The purpose of the study was to discover whether students who had access to the computer prompts would revise more extensively (carry out more meaningful revision operations) and successfully (produce better quality texts) than those with No-Prompting assistance. Twenty-four students, divided randomly into two groups of 12, composed an in-class writing assignment during two 1-hour writing sessions. All keystrokes from both composing sessions were recorded and then played back to analyze revisions. Completed essays were judged by trained raters on two scales to measure product quality. Results support the assumption that explicit strategies via writing prompts would engage students in revising their texts.

Citation

Reynolds, T.H. & Bonk, C.J. (1996). Facilitating college writers' revisions within a generative-evaluative computerized prompting framework. Computers and Composition, 13(1), 93-108. Elsevier Ltd. Retrieved August 9, 2020 from .

This record was imported from Computers and Composition on January 29, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S8755-4615(96)90038-9

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