Redefining Revision for Freshmen

Abstract

This chapter investigates the impact of task definition on students’ revising strategies. It aims to determine if freshmen students could revise globally if instructed to do so and if those global revisions would result in improved texts. The texts written by students who received the instruction were judged both to be of significantly better quality and to have included significantly more global revision. A number of studies indicate that more skillful writers approach the task of revision differently than do less skillful writers. Many researchers have found that inexperienced writers typically treat revision as a local task, that is, a task of changing words and sentences rather than of modifying the goals or organization of the text to meet criteria of the rhetorical situation.

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