SlideShare una empresa de Scribd logo
1 de 34
Descargar para leer sin conexión
Revision and the Pedagogical Implications of
         Teachers as Digital Writers

       Shelbie Witte, School of Teacher Education

       American Educational Research Association
                        2012
Overview
• Revision and the Pedagogical Implications of
  Teachers as Digital Writers
  • The pedagogical implications of teachers as digital
    writers
  • An analysis of the impact of revision in digital
    writing environments




                                                          2
Purpose of the Study
1) teachers use revision in their own writing
2) 2) digital writing environments impact revision and
   revision instruction
3) 3) the revision process is implemented into
   teachers’ classrooms  




                                                         3
Research questions
• In what ways do teachers of writing use
  revision in their own writing?
• What are teachers’ perceptions of revision in
  their own writing and in writing instruction in
  the classroom?
• How do digital writing environments impact
  revision and its instruction?


                                                    4
Study Participants
• Tier One-Summer 2009
  • 253 study participants from a random sampling of 
    NWP sites participating in the 2009 NWP E-
    anthology 
  • Two surveys, writing posted to the E-anthology, 
    responses, and revisions posted to the E-
    anthology 
• Tier Two-Fall 2009
  • Focus group




                                                        5
Participants
• Sampling frame of 150 participating sites of the National
  Writing Project Summer Institute E-Anthology (NWP E-A).
• Thirteen sites were randomly selected to participate, yielding
  approximately 250 study participants.
• This random sampling was determined by the constraints that
  the participants (a) post writing to the ‘Open Mic’ forum and
  ‘Classroom Matters’ forum of the NWP E-A, (b) ask for ‘Press’
  or ‘Address’ feedback from NWP E-A participants, and (c) post
  a revision of the piece to the ‘Open Mic’ forum.




                                                               6
Tier One Study Participants
English Language Arts  45%    
Elementary       20%
Special Education 5%
Foreign Language 4%
Reading          4%
Science          4%
Social Studies      4%
Math             4%
Other        10%
(Speech, Composition, Literacy Coach, ELL, 
Arts/Humanities, Music, FACS, Counselor, Principal, 
Careers, Curriculum Specialist)


                                                       7
Tier One Study Participants
K-5     31%
6-8  27%
9-12   37%
Univ.  4%
Other  Less than 1%

Age Range of Participants
20-29    34%
30-39    32%
40-49    17%
50-59    14%
60-69    2%




                                     8
Tier One Study Participants
Teaching experience:

Less than three years    26%
Three to five years         20%
Six to ten years              16%
Eleven to fifteen years   17%
More than fifteen years  22%



                                    9
Teachers and Revision
When writing for any reason (professionally, informally, 
creatively, or otherwise),
•   95% of participants say they revise their work
•   5% of participants say they do not revise their work


When asked if they teach revision in writing in their
classrooms,
•   85% of participants said yes
•   15% of participants said no




                                                           10
Teachers as Writers
The most common activities participants use in their own 
  writing to revise include:

•   reading aloud
•   incubation (step away for period of time)
•   peer involvement
•   add, move, change, or delete (words, sentences, para.)
•   questioning




                                                            11
In their own words….
“I look for internal consistency of ideas within the paper as 
    a whole and then in smaller parts”

“I put it away and wait until I find it again”

“I revise very little, but if I do, it is from peer suggestion”

“I revise as I write”

“I use spellcheck”
Teaching Revision
The most common activities in the classroom to facilitate 
  revision included:

•   teacher revision directly on students’ papers
•   peer revision groups and feedback face to face
•   independent revision and rewriting
•   read aloud strategies
•   examining student work as a class to offer suggestions 
    for revision
In their own words….
“we read backwards paragraph by paragraph”

“have students revise for specific things such as Noden’s
Brush Strokes or Lane’s snapshots and thoughtshots”

“check to be sure words are written, illustrated picture 
   reflects”

“we never get to revision”

“I don’t teach revision.  I teach Math”

“Students hate to revise and so do I”
Revision Strategies in the SI
•   Peer groups
•   E-Anthology feedback
•   Add, move, change, or delete (words,
    sentences, paragraphs)
•   Re-read or read aloud
•   Digital tools (E-Anthology, Ning,
    Google Docs, Wiki)
•   Incubation
•   Editing (many mentioned strategies
    usually recognized as editing)
•   Mentor texts
•   Rubrics
•   Simultaneous revision




                                           15
Key Findings
– many teach revision and don’t realize that they do

– a significant percentage of participants believe that they 
  are teaching revision, when in fact they are teaching 
  only editing and proofreading strategies

– the division between revision and editing is becoming 
  increasingly blurred as revision becomes increasingly 
  simultaneous

– teachers often do not “preach” what they “practice”; 
  meaning that the very strategies teachers use in their 
  own revisions are not the strategies they teach in the 
  classroom
                                                            16
Anticipated class time devoted to revision




                                             17
How do digital writing environments
  impact revision and its instruction?
• 77% of participants said E-anthology participation increased
  their willingness to teach revision
   • Importance of audience in writing
   • Collaboration/community that can develop in responding
     to others
   • Importance of using digital writing environments, even in
     F2F classrooms
   • Use of technology as motivator for student participation in
     revision



                                                               18
Participants’ anticipated use of digital
 environments in writing instruction




                                           19
Tier II Emerging Themes

•   Audience
•   Genre
•   Self-efficacy, motivation
•   Teachers as writers (NWP influence)
•   Effects of Technology




                                          20
Audience
• Having an authentic audience for whom to write enhances
  the revision process for students. When they know that their
  writing is going to be viewed by someone other than the
  teacher, the final product begins to matter more.
• Rowen (2005) argues that “when students know someone
  other than their teacher will see their writing, it becomes
  easy to help them with process and mechanics.”




                                                             21
Audience
• When asked if she could have any resource for
  teaching revision to her students, what it would be,
  she responded with, “real audiences for every single
  thing that we do. . . . I struggle to find that audience
  that provides my students what they really need to
  get invested in the writing.” She reiterates that her
  students “are totally different when they have a real
  reason” to write.




                       Latham & Gross / CAIS 2010        22
Genre
• Students today are writing more than ever; however, the
  formats they use differ vastly from their ‘in school’ writing.
  Students still produce academic writing: essays, research
  papers, and literary analyses. They sometimes compose
  poems, stories, and plays. But most of their writing is done in
  forms that have yet to be recognized as ‘writing’ by the
  majority of classrooms and curricula.
• “Writers now compose through new media like e-mail,
  listservers, and creative software packages. Writers use
  digital technologies to write many new kinds of texts, such as
  Web logs, hypertexts, and electronic portfolios” (Yancey,
  2004).

                         Latham & Gross / CAIS 2010             23
Genre
• “Students are certainly much more interested in digital kinds
  of writing now in new ways – podcasts and video casts and
  those kinds of things.” She, therefore, is incorporating this
  technology into her classroom. Her students create “digital
  stories, which they love. . . . that particular kind of writing
  that marries their love of image and sound and all those
  textures.”
• Williams (2001) explains, “Because digital technology
  increases student access to a diversity of expressive media,
  we as composition instructors must model our engagement
  with the multiple forms of literacy that constitute students’
  lives.
                                                                    24
Self-efficacy and Motivation
• For many students, the word revision has little impact. They
  have written their draft and either they put everything they
  had into it the first time and cannot possibly improve it or
  they have always gotten good grades on their papers and
  they do not need to revise.
• Teachers are finding that the attitude of students about
  revision is affected by many things, but one very specific
  influencing factor is the attitude of teachers about the
  revision process.




                                                                 25
Self-efficacy and Motivation
• Participant 1 says about revision that her students “hate
  it. . . . I say revision, and they go, ‘Ugh’. You know, they’re
  squeamish about it.”
• Participant 2 explains that she sees a change in students’
  interest in revision that “I’m sure is a direct result of my
  enthusiasm for it as well.” Acknowledging the importance of
  revision and finding practical and comfortable ways to teach
  it are practices that teachers of writing need to adopt




                                                                26
Teachers as Writers (NWP)
• Participant 1 acknowledges that “as a writer myself, it took
  me a while to get to that point [practicing revision] . . . . And I
  think the summer institute helped with that to some degree.”
  As teachers evolve in their attitudes about revision, so do
  their students.
• Participant 2 reflects, “I think certainly most everything that I
  do about revision comes from a summer institute. Certainly
  even the model of writing workshop . . . comes from what I’ve
  experienced participating in multiple summer institutes.”




                                                                   27
Teachers as Writers (NWP)
• From creating the norms for the writing groups to planning
  how to effectively respond to others’ writing, teachers
  continue to incorporate the NWP techniques into their
  writing instruction.
• For students, the impact of the NWP is clear. They are
  experiencing writing instruction in new ways. Because so
  many teachers experience the summer institutes, more
  students, according to Participant 2, “go through a number of
  teachers who are writing project TC’s.” She also comments,
  “As we have TC’s who are trained in the schools . . . there’s a
  big change. I’ve noticed a shift in the last decade over how
  students think about revision.”
                                                                28
Effects of Technology
• One of the most important purposes for using many digital
  sites is for students to have an immediate audience. Teachers
  seek out places to publish student writing, and the internet
  provides a multitude of these. From track changes to digital
  writing groups, student writers can receive feedback on their
  documents and then revise for a new draft.
• When asked how often their students write in digital
  environments, Participant 1 said, “Every day. Every class
  day. . . .the Elmo and the internet and things to do research,”
  and Participant 2 also says, “yeah, daily. . .We use email all
  the time. We are constantly emailing each other.”


                                                               29
Effects of Technology
• Participant 1 states, “If we create the environment and give
  them time . . . ultimately they become more sophisticated
  users of technology and more sophisticated writers.” The use
  of digital writing environments also has changed the students’
  attitudes about revision. They are more motivated to revise
  when they know they have an audience.
• Participant 2 says that her students are “much happier to
  revise in a digital environment, and they’re much happier to
  revise for digital publication.”




                                                              30
Acknowledgements
• Florida State University Office of Creativity
  and Research, First Year Assistant Professor
  Grant Program
• National Writing Project




                                                  31
Key References
•   Applebee, A.N. (1981). Writing in the secondary school: English and the content areas. Urbana, IL: NCTE.
•   Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning. Portsmouth, NH. Heinemann.
•   Bishop, W. (1999). Places to stand. College Composition and Communication. 51 (p. 14).
•   Bridwell, L. (1980). Revising strategies in twelfth grade students’ transactional writing. Research in the Teaching of English,
    14(3), 107-122.
•   College Board (2003). Report of The National Commission on Writing in America’s Schools and Colleges. Retrieved
    September 15, 2008 from http://www.writingcommision.org
•   Emig, J. (1971). The composing process of twelfth graders (Research Report No. 13). Urbana, IL: National Council of
    Teachers of English.
•   Faigley, L. & Witte, S. (1981). Analyzing revision. College Composition and Communication, 32, 400-414.
•   Graham, S. & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high
    schools. Alliance for Excellence in Education.
•   Greene, J.C., Caracelli, V., & Graham, W. (1989). Toward a conceptual framework for mixed-method evaluation designs.
    Educational Evaluation and Policy Analysis. 11(3), 255-274.
•   Keyes, R. (2003) The courage to write. New York: Henry Holt.
•   Kirby, D. & Liner, T. (1980). Revision: Yes, they do it. Yes, you can teach it. English Journal. 69(3), 41-45
•   Murray, D. (1978). Internal revision: A process of discovery. In C. Cooper and L. Odell (Eds.) Research on Composing: Points
    of Departure. Urbana, IL: NCTE.
•   National Assessment of Educational Progress (1977). Write/rewrite: An assessment of revision skills: Selected results from
    the second national assessment of writing.




                                                                                                                                 32
Key References
•   National Assessment of Educational Progress & Educational Testing Service (1986). The writing report
    card: Writing achievement in American schools. Princeton, NJ: National Assessment of Education
    Progress.
•   National Council of Teachers of English (2008) Policy brief on writing. Retrieved www.ncte.org
•   National Council of Teachers of English, Conference on College Composition and Communication position
    statement on the preparation and professional development of teachers of writing (1982). Retrieved from
    http://www.ncte.org/cccc/resources/positions/123789.htm
•   National Writing Project and Nagin, C. (2006). Because writing matters. San Francisco: John Wiley & Sons.
•   Sneed, J.H. (1988). The teaching of revision: Case studies of three eighth-grade language arts teachers.
    National College of Education, 1988, 186 pages; AAT 8921518
•   Sommers, N. (1980). Revision strategies of student writers and experienced adult writers. College
    Composition and Communication, 31, 378-388.
•   Yancey, K. (2008). 2008 NCTE Presidential address: The impulse to compose and the age of composition.
    The National Council of Teachers of English Annual Meeting. Retrieved from www.ncte.org




                                                                                                           33
Contact Information
• switte@admin.fsu.edu
• www.shelbiewitte.com




                               34

Más contenido relacionado

La actualidad más candente

Teaching Faculty Scholars, Building Professional Capacity Through Blended Lea...
Teaching Faculty Scholars, Building Professional Capacity Through Blended Lea...Teaching Faculty Scholars, Building Professional Capacity Through Blended Lea...
Teaching Faculty Scholars, Building Professional Capacity Through Blended Lea...COHERE2012
 
CoADE Conference - Just-in-Time Teaching - Oct 2013 - Jeff Loats
CoADE Conference - Just-in-Time Teaching - Oct 2013 - Jeff LoatsCoADE Conference - Just-in-Time Teaching - Oct 2013 - Jeff Loats
CoADE Conference - Just-in-Time Teaching - Oct 2013 - Jeff LoatsJeff Loats
 
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...COHERE2012
 
The power of collaboration: promoting information literacy skills in a Primar...
The power of collaboration: promoting information literacy skills in a Primar...The power of collaboration: promoting information literacy skills in a Primar...
The power of collaboration: promoting information literacy skills in a Primar...IL Group (CILIP Information Literacy Group)
 
The Power of Collaboration (24 April 2014, LILAC)
The Power of Collaboration (24 April 2014, LILAC)The Power of Collaboration (24 April 2014, LILAC)
The Power of Collaboration (24 April 2014, LILAC)Sarah Purcell
 
A perfect match blended learning and student engagement
A perfect match blended learning and student engagementA perfect match blended learning and student engagement
A perfect match blended learning and student engagementCOHERE2012
 
OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the...
OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the...OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the...
OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the...The Open Education Consortium
 
Technology and the 21 century esl classroom. March 2 3.2016
Technology and the 21 century esl classroom. March 2 3.2016Technology and the 21 century esl classroom. March 2 3.2016
Technology and the 21 century esl classroom. March 2 3.2016Kshema Jose
 
21st century learning haniffa beevi
21st century learning haniffa beevi21st century learning haniffa beevi
21st century learning haniffa beeviiveeb_leo
 
Job Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State UniversityJob Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State UniversityMichael Barbour
 
Exploring Lightweight Teams in a Distributed Learning Environment
Exploring Lightweight Teams in a Distributed Learning EnvironmentExploring Lightweight Teams in a Distributed Learning Environment
Exploring Lightweight Teams in a Distributed Learning EnvironmentStephen MacNeil
 
Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...
Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...
Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...COHERE2012
 
Instructor Presence: Get their attention before they step in the classroom
Instructor Presence: Get their attention before they step in the classroomInstructor Presence: Get their attention before they step in the classroom
Instructor Presence: Get their attention before they step in the classroomD2L Barry
 
Lessons learned video in the online classroom 04_10_14_final
Lessons learned video in the online classroom 04_10_14_finalLessons learned video in the online classroom 04_10_14_final
Lessons learned video in the online classroom 04_10_14_finalAshford University
 

La actualidad más candente (20)

Teaching Faculty Scholars, Building Professional Capacity Through Blended Lea...
Teaching Faculty Scholars, Building Professional Capacity Through Blended Lea...Teaching Faculty Scholars, Building Professional Capacity Through Blended Lea...
Teaching Faculty Scholars, Building Professional Capacity Through Blended Lea...
 
CoADE Conference - Just-in-Time Teaching - Oct 2013 - Jeff Loats
CoADE Conference - Just-in-Time Teaching - Oct 2013 - Jeff LoatsCoADE Conference - Just-in-Time Teaching - Oct 2013 - Jeff Loats
CoADE Conference - Just-in-Time Teaching - Oct 2013 - Jeff Loats
 
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...
 
The power of collaboration: promoting information literacy skills in a Primar...
The power of collaboration: promoting information literacy skills in a Primar...The power of collaboration: promoting information literacy skills in a Primar...
The power of collaboration: promoting information literacy skills in a Primar...
 
The Power of Collaboration (24 April 2014, LILAC)
The Power of Collaboration (24 April 2014, LILAC)The Power of Collaboration (24 April 2014, LILAC)
The Power of Collaboration (24 April 2014, LILAC)
 
A perfect match blended learning and student engagement
A perfect match blended learning and student engagementA perfect match blended learning and student engagement
A perfect match blended learning and student engagement
 
OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the...
OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the...OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the...
OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the...
 
Technology and the 21 century esl classroom. March 2 3.2016
Technology and the 21 century esl classroom. March 2 3.2016Technology and the 21 century esl classroom. March 2 3.2016
Technology and the 21 century esl classroom. March 2 3.2016
 
21st century learning haniffa beevi
21st century learning haniffa beevi21st century learning haniffa beevi
21st century learning haniffa beevi
 
Wasc arc conf final, iswi, april 8 2011.pptx
Wasc arc conf final, iswi, april 8 2011.pptxWasc arc conf final, iswi, april 8 2011.pptx
Wasc arc conf final, iswi, april 8 2011.pptx
 
Job Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State UniversityJob Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State University
 
Exploring Lightweight Teams in a Distributed Learning Environment
Exploring Lightweight Teams in a Distributed Learning EnvironmentExploring Lightweight Teams in a Distributed Learning Environment
Exploring Lightweight Teams in a Distributed Learning Environment
 
Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...
Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...
Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...
 
WIDA 2014
WIDA 2014WIDA 2014
WIDA 2014
 
TESOL France 2016 Presentation
TESOL France 2016 PresentationTESOL France 2016 Presentation
TESOL France 2016 Presentation
 
Carolyn Rosé - WESST Keynote - Technology Support for Effective Team-Based Le...
Carolyn Rosé - WESST Keynote - Technology Support for Effective Team-Based Le...Carolyn Rosé - WESST Keynote - Technology Support for Effective Team-Based Le...
Carolyn Rosé - WESST Keynote - Technology Support for Effective Team-Based Le...
 
Instructor Presence: Get their attention before they step in the classroom
Instructor Presence: Get their attention before they step in the classroomInstructor Presence: Get their attention before they step in the classroom
Instructor Presence: Get their attention before they step in the classroom
 
L&tconference 2011 lv_mello
L&tconference 2011 lv_melloL&tconference 2011 lv_mello
L&tconference 2011 lv_mello
 
Lessons learned video in the online classroom 04_10_14_final
Lessons learned video in the online classroom 04_10_14_finalLessons learned video in the online classroom 04_10_14_final
Lessons learned video in the online classroom 04_10_14_final
 
Encouraging Students to Learn Deeply and Broadly
Encouraging Students to Learn Deeply and BroadlyEncouraging Students to Learn Deeply and Broadly
Encouraging Students to Learn Deeply and Broadly
 

Destacado

Wave Ipanema apartamentos , Cyrela – Rio 4 Imóveis
Wave Ipanema apartamentos , Cyrela – Rio 4 Imóveis Wave Ipanema apartamentos , Cyrela – Rio 4 Imóveis
Wave Ipanema apartamentos , Cyrela – Rio 4 Imóveis Rio4imoveis
 
Presentació Transmedia/ Storytelling UOCMeet
Presentació Transmedia/ Storytelling UOCMeet Presentació Transmedia/ Storytelling UOCMeet
Presentació Transmedia/ Storytelling UOCMeet ToniTeki
 
New Media Best Practices
New Media Best PracticesNew Media Best Practices
New Media Best PracticesAbe Olandres
 

Destacado (6)

Wave Ipanema apartamentos , Cyrela – Rio 4 Imóveis
Wave Ipanema apartamentos , Cyrela – Rio 4 Imóveis Wave Ipanema apartamentos , Cyrela – Rio 4 Imóveis
Wave Ipanema apartamentos , Cyrela – Rio 4 Imóveis
 
Social Media Guide
Social Media GuideSocial Media Guide
Social Media Guide
 
Presentació Transmedia/ Storytelling UOCMeet
Presentació Transmedia/ Storytelling UOCMeet Presentació Transmedia/ Storytelling UOCMeet
Presentació Transmedia/ Storytelling UOCMeet
 
New Media Best Practices
New Media Best PracticesNew Media Best Practices
New Media Best Practices
 
M302 pt the_gathering_ppt
M302 pt the_gathering_pptM302 pt the_gathering_ppt
M302 pt the_gathering_ppt
 
M403 jm perfect_pitch
M403 jm perfect_pitchM403 jm perfect_pitch
M403 jm perfect_pitch
 

Similar a AERA 2012 Revision and the Pedagogical Implications of Teachers as Digital Writers

Building research student communities: is there a role for library and learni...
Building research student communities: is there a role for library and learni...Building research student communities: is there a role for library and learni...
Building research student communities: is there a role for library and learni...Jo Webb
 
Practicing and Assessing Democratic Pedagogy #demoped
Practicing and Assessing Democratic Pedagogy #demopedPracticing and Assessing Democratic Pedagogy #demoped
Practicing and Assessing Democratic Pedagogy #demopedJeanne Bohannon
 
Creating Effective Peer Learning Environments in Online Courses
Creating Effective Peer Learning Environments in Online CoursesCreating Effective Peer Learning Environments in Online Courses
Creating Effective Peer Learning Environments in Online CoursesVishal Sachdev
 
Talis Elevate - making learning visible
Talis Elevate - making learning visibleTalis Elevate - making learning visible
Talis Elevate - making learning visibleJisc
 
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014Julie Sievers
 
Digital pedagogy institute 2018
Digital pedagogy institute 2018Digital pedagogy institute 2018
Digital pedagogy institute 2018rmcquirter
 
Discussions blooms
Discussions bloomsDiscussions blooms
Discussions bloomspoole7
 
Academic Literacies: Writing in HE
Academic Literacies: Writing in HEAcademic Literacies: Writing in HE
Academic Literacies: Writing in HECALT
 
Eportfolios for educational transformation
Eportfolios for educational transformationEportfolios for educational transformation
Eportfolios for educational transformationdcambrid
 
Launching An OER Initiative at Your Institution
Launching An OER Initiative at Your InstitutionLaunching An OER Initiative at Your Institution
Launching An OER Initiative at Your InstitutionUna Daly
 
Hancock Flipping the Switch
Hancock Flipping the SwitchHancock Flipping the Switch
Hancock Flipping the SwitchCOHERE2012
 
Peer assessment in online collaborative learning
Peer assessment in online collaborative learningPeer assessment in online collaborative learning
Peer assessment in online collaborative learningAleksandra Lazareva
 
Class 1 collaborative teacher inquiry
Class 1   collaborative teacher inquiry Class 1   collaborative teacher inquiry
Class 1 collaborative teacher inquiry rmcquirter
 
MEAS Course on E-learning: 3 Effective online teaching strategies
MEAS Course on E-learning: 3 Effective online teaching strategiesMEAS Course on E-learning: 3 Effective online teaching strategies
MEAS Course on E-learning: 3 Effective online teaching strategiesAndrea Bohn
 
MEAS Course on E-Learning: 3 Effective online teaching strategies
MEAS Course on E-Learning: 3 Effective online teaching strategiesMEAS Course on E-Learning: 3 Effective online teaching strategies
MEAS Course on E-Learning: 3 Effective online teaching strategiesMEAS
 

Similar a AERA 2012 Revision and the Pedagogical Implications of Teachers as Digital Writers (20)

Active Learning: Online Redesign IT Seminar Series 2014_06_09
Active Learning: Online Redesign IT Seminar Series 2014_06_09Active Learning: Online Redesign IT Seminar Series 2014_06_09
Active Learning: Online Redesign IT Seminar Series 2014_06_09
 
Building research student communities: is there a role for library and learni...
Building research student communities: is there a role for library and learni...Building research student communities: is there a role for library and learni...
Building research student communities: is there a role for library and learni...
 
Practicing and Assessing Democratic Pedagogy #demoped
Practicing and Assessing Democratic Pedagogy #demopedPracticing and Assessing Democratic Pedagogy #demoped
Practicing and Assessing Democratic Pedagogy #demoped
 
Creating Effective Peer Learning Environments in Online Courses
Creating Effective Peer Learning Environments in Online CoursesCreating Effective Peer Learning Environments in Online Courses
Creating Effective Peer Learning Environments in Online Courses
 
Academic writing and_feedback_olga_dysthe
Academic writing and_feedback_olga_dystheAcademic writing and_feedback_olga_dysthe
Academic writing and_feedback_olga_dysthe
 
Academic Writing and Feedback by Olga Dysthe
Academic Writing and Feedback by Olga DystheAcademic Writing and Feedback by Olga Dysthe
Academic Writing and Feedback by Olga Dysthe
 
Talis Elevate - making learning visible
Talis Elevate - making learning visibleTalis Elevate - making learning visible
Talis Elevate - making learning visible
 
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
 
Digital pedagogy institute 2018
Digital pedagogy institute 2018Digital pedagogy institute 2018
Digital pedagogy institute 2018
 
Discussions blooms
Discussions bloomsDiscussions blooms
Discussions blooms
 
Academic Literacies: Writing in HE
Academic Literacies: Writing in HEAcademic Literacies: Writing in HE
Academic Literacies: Writing in HE
 
Eportfolios for educational transformation
Eportfolios for educational transformationEportfolios for educational transformation
Eportfolios for educational transformation
 
From Salon to Agora
From Salon to AgoraFrom Salon to Agora
From Salon to Agora
 
Launching An OER Initiative at Your Institution
Launching An OER Initiative at Your InstitutionLaunching An OER Initiative at Your Institution
Launching An OER Initiative at Your Institution
 
Hancock Flipping the Switch
Hancock Flipping the SwitchHancock Flipping the Switch
Hancock Flipping the Switch
 
Peer assessment in online collaborative learning
Peer assessment in online collaborative learningPeer assessment in online collaborative learning
Peer assessment in online collaborative learning
 
Class 1 collaborative teacher inquiry
Class 1   collaborative teacher inquiry Class 1   collaborative teacher inquiry
Class 1 collaborative teacher inquiry
 
Writing world language
Writing world languageWriting world language
Writing world language
 
MEAS Course on E-learning: 3 Effective online teaching strategies
MEAS Course on E-learning: 3 Effective online teaching strategiesMEAS Course on E-learning: 3 Effective online teaching strategies
MEAS Course on E-learning: 3 Effective online teaching strategies
 
MEAS Course on E-Learning: 3 Effective online teaching strategies
MEAS Course on E-Learning: 3 Effective online teaching strategiesMEAS Course on E-Learning: 3 Effective online teaching strategies
MEAS Course on E-Learning: 3 Effective online teaching strategies
 

Último

5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
How to Create a Toggle Button in Odoo 17
How to Create a Toggle Button in Odoo 17How to Create a Toggle Button in Odoo 17
How to Create a Toggle Button in Odoo 17Celine George
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
Work Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashaWork Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashasashalaycock03
 
Protein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxProtein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxvidhisharma994099
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
Department of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfDepartment of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfMohonDas
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlDr. Bruce A. Johnson
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Optical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxOptical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxPurva Nikam
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeCeline George
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 

Último (20)

5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
How to Create a Toggle Button in Odoo 17
How to Create a Toggle Button in Odoo 17How to Create a Toggle Button in Odoo 17
How to Create a Toggle Button in Odoo 17
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
Work Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashaWork Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sasha
 
Protein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxProtein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptx
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
Department of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfDepartment of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdf
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting Bl
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Optical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxOptical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptx
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using Code
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 

AERA 2012 Revision and the Pedagogical Implications of Teachers as Digital Writers

  • 1. Revision and the Pedagogical Implications of Teachers as Digital Writers Shelbie Witte, School of Teacher Education American Educational Research Association 2012
  • 2. Overview • Revision and the Pedagogical Implications of Teachers as Digital Writers • The pedagogical implications of teachers as digital writers • An analysis of the impact of revision in digital writing environments 2
  • 3. Purpose of the Study 1) teachers use revision in their own writing 2) 2) digital writing environments impact revision and revision instruction 3) 3) the revision process is implemented into teachers’ classrooms   3
  • 4. Research questions • In what ways do teachers of writing use revision in their own writing? • What are teachers’ perceptions of revision in their own writing and in writing instruction in the classroom? • How do digital writing environments impact revision and its instruction? 4
  • 5. Study Participants • Tier One-Summer 2009 • 253 study participants from a random sampling of  NWP sites participating in the 2009 NWP E- anthology  • Two surveys, writing posted to the E-anthology,  responses, and revisions posted to the E- anthology  • Tier Two-Fall 2009 • Focus group 5
  • 6. Participants • Sampling frame of 150 participating sites of the National Writing Project Summer Institute E-Anthology (NWP E-A). • Thirteen sites were randomly selected to participate, yielding approximately 250 study participants. • This random sampling was determined by the constraints that the participants (a) post writing to the ‘Open Mic’ forum and ‘Classroom Matters’ forum of the NWP E-A, (b) ask for ‘Press’ or ‘Address’ feedback from NWP E-A participants, and (c) post a revision of the piece to the ‘Open Mic’ forum. 6
  • 7. Tier One Study Participants English Language Arts  45%     Elementary  20% Special Education 5% Foreign Language 4% Reading 4% Science 4% Social Studies 4% Math 4% Other  10% (Speech, Composition, Literacy Coach, ELL,  Arts/Humanities, Music, FACS, Counselor, Principal,  Careers, Curriculum Specialist) 7
  • 8. Tier One Study Participants K-5     31% 6-8  27% 9-12   37% Univ.  4% Other  Less than 1% Age Range of Participants 20-29    34% 30-39    32% 40-49    17% 50-59    14% 60-69    2% 8
  • 9. Tier One Study Participants Teaching experience: Less than three years    26% Three to five years         20% Six to ten years              16% Eleven to fifteen years   17% More than fifteen years  22% 9
  • 10. Teachers and Revision When writing for any reason (professionally, informally,  creatively, or otherwise), • 95% of participants say they revise their work • 5% of participants say they do not revise their work When asked if they teach revision in writing in their classrooms, • 85% of participants said yes • 15% of participants said no 10
  • 11. Teachers as Writers The most common activities participants use in their own  writing to revise include: • reading aloud • incubation (step away for period of time) • peer involvement • add, move, change, or delete (words, sentences, para.) • questioning 11
  • 12. In their own words…. “I look for internal consistency of ideas within the paper as  a whole and then in smaller parts” “I put it away and wait until I find it again” “I revise very little, but if I do, it is from peer suggestion” “I revise as I write” “I use spellcheck”
  • 13. Teaching Revision The most common activities in the classroom to facilitate  revision included: • teacher revision directly on students’ papers • peer revision groups and feedback face to face • independent revision and rewriting • read aloud strategies • examining student work as a class to offer suggestions  for revision
  • 14. In their own words…. “we read backwards paragraph by paragraph” “have students revise for specific things such as Noden’s Brush Strokes or Lane’s snapshots and thoughtshots” “check to be sure words are written, illustrated picture  reflects” “we never get to revision” “I don’t teach revision.  I teach Math” “Students hate to revise and so do I”
  • 15. Revision Strategies in the SI • Peer groups • E-Anthology feedback • Add, move, change, or delete (words, sentences, paragraphs) • Re-read or read aloud • Digital tools (E-Anthology, Ning, Google Docs, Wiki) • Incubation • Editing (many mentioned strategies usually recognized as editing) • Mentor texts • Rubrics • Simultaneous revision 15
  • 16. Key Findings – many teach revision and don’t realize that they do – a significant percentage of participants believe that they  are teaching revision, when in fact they are teaching  only editing and proofreading strategies – the division between revision and editing is becoming  increasingly blurred as revision becomes increasingly  simultaneous – teachers often do not “preach” what they “practice”;  meaning that the very strategies teachers use in their  own revisions are not the strategies they teach in the  classroom 16
  • 17. Anticipated class time devoted to revision 17
  • 18. How do digital writing environments impact revision and its instruction? • 77% of participants said E-anthology participation increased their willingness to teach revision • Importance of audience in writing • Collaboration/community that can develop in responding to others • Importance of using digital writing environments, even in F2F classrooms • Use of technology as motivator for student participation in revision 18
  • 19. Participants’ anticipated use of digital environments in writing instruction 19
  • 20. Tier II Emerging Themes • Audience • Genre • Self-efficacy, motivation • Teachers as writers (NWP influence) • Effects of Technology 20
  • 21. Audience • Having an authentic audience for whom to write enhances the revision process for students. When they know that their writing is going to be viewed by someone other than the teacher, the final product begins to matter more. • Rowen (2005) argues that “when students know someone other than their teacher will see their writing, it becomes easy to help them with process and mechanics.” 21
  • 22. Audience • When asked if she could have any resource for teaching revision to her students, what it would be, she responded with, “real audiences for every single thing that we do. . . . I struggle to find that audience that provides my students what they really need to get invested in the writing.” She reiterates that her students “are totally different when they have a real reason” to write. Latham & Gross / CAIS 2010 22
  • 23. Genre • Students today are writing more than ever; however, the formats they use differ vastly from their ‘in school’ writing. Students still produce academic writing: essays, research papers, and literary analyses. They sometimes compose poems, stories, and plays. But most of their writing is done in forms that have yet to be recognized as ‘writing’ by the majority of classrooms and curricula. • “Writers now compose through new media like e-mail, listservers, and creative software packages. Writers use digital technologies to write many new kinds of texts, such as Web logs, hypertexts, and electronic portfolios” (Yancey, 2004). Latham & Gross / CAIS 2010 23
  • 24. Genre • “Students are certainly much more interested in digital kinds of writing now in new ways – podcasts and video casts and those kinds of things.” She, therefore, is incorporating this technology into her classroom. Her students create “digital stories, which they love. . . . that particular kind of writing that marries their love of image and sound and all those textures.” • Williams (2001) explains, “Because digital technology increases student access to a diversity of expressive media, we as composition instructors must model our engagement with the multiple forms of literacy that constitute students’ lives. 24
  • 25. Self-efficacy and Motivation • For many students, the word revision has little impact. They have written their draft and either they put everything they had into it the first time and cannot possibly improve it or they have always gotten good grades on their papers and they do not need to revise. • Teachers are finding that the attitude of students about revision is affected by many things, but one very specific influencing factor is the attitude of teachers about the revision process. 25
  • 26. Self-efficacy and Motivation • Participant 1 says about revision that her students “hate it. . . . I say revision, and they go, ‘Ugh’. You know, they’re squeamish about it.” • Participant 2 explains that she sees a change in students’ interest in revision that “I’m sure is a direct result of my enthusiasm for it as well.” Acknowledging the importance of revision and finding practical and comfortable ways to teach it are practices that teachers of writing need to adopt 26
  • 27. Teachers as Writers (NWP) • Participant 1 acknowledges that “as a writer myself, it took me a while to get to that point [practicing revision] . . . . And I think the summer institute helped with that to some degree.” As teachers evolve in their attitudes about revision, so do their students. • Participant 2 reflects, “I think certainly most everything that I do about revision comes from a summer institute. Certainly even the model of writing workshop . . . comes from what I’ve experienced participating in multiple summer institutes.” 27
  • 28. Teachers as Writers (NWP) • From creating the norms for the writing groups to planning how to effectively respond to others’ writing, teachers continue to incorporate the NWP techniques into their writing instruction. • For students, the impact of the NWP is clear. They are experiencing writing instruction in new ways. Because so many teachers experience the summer institutes, more students, according to Participant 2, “go through a number of teachers who are writing project TC’s.” She also comments, “As we have TC’s who are trained in the schools . . . there’s a big change. I’ve noticed a shift in the last decade over how students think about revision.” 28
  • 29. Effects of Technology • One of the most important purposes for using many digital sites is for students to have an immediate audience. Teachers seek out places to publish student writing, and the internet provides a multitude of these. From track changes to digital writing groups, student writers can receive feedback on their documents and then revise for a new draft. • When asked how often their students write in digital environments, Participant 1 said, “Every day. Every class day. . . .the Elmo and the internet and things to do research,” and Participant 2 also says, “yeah, daily. . .We use email all the time. We are constantly emailing each other.” 29
  • 30. Effects of Technology • Participant 1 states, “If we create the environment and give them time . . . ultimately they become more sophisticated users of technology and more sophisticated writers.” The use of digital writing environments also has changed the students’ attitudes about revision. They are more motivated to revise when they know they have an audience. • Participant 2 says that her students are “much happier to revise in a digital environment, and they’re much happier to revise for digital publication.” 30
  • 31. Acknowledgements • Florida State University Office of Creativity and Research, First Year Assistant Professor Grant Program • National Writing Project 31
  • 32. Key References • Applebee, A.N. (1981). Writing in the secondary school: English and the content areas. Urbana, IL: NCTE. • Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning. Portsmouth, NH. Heinemann. • Bishop, W. (1999). Places to stand. College Composition and Communication. 51 (p. 14). • Bridwell, L. (1980). Revising strategies in twelfth grade students’ transactional writing. Research in the Teaching of English, 14(3), 107-122. • College Board (2003). Report of The National Commission on Writing in America’s Schools and Colleges. Retrieved September 15, 2008 from http://www.writingcommision.org • Emig, J. (1971). The composing process of twelfth graders (Research Report No. 13). Urbana, IL: National Council of Teachers of English. • Faigley, L. & Witte, S. (1981). Analyzing revision. College Composition and Communication, 32, 400-414. • Graham, S. & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellence in Education. • Greene, J.C., Caracelli, V., & Graham, W. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis. 11(3), 255-274. • Keyes, R. (2003) The courage to write. New York: Henry Holt. • Kirby, D. & Liner, T. (1980). Revision: Yes, they do it. Yes, you can teach it. English Journal. 69(3), 41-45 • Murray, D. (1978). Internal revision: A process of discovery. In C. Cooper and L. Odell (Eds.) Research on Composing: Points of Departure. Urbana, IL: NCTE. • National Assessment of Educational Progress (1977). Write/rewrite: An assessment of revision skills: Selected results from the second national assessment of writing. 32
  • 33. Key References • National Assessment of Educational Progress & Educational Testing Service (1986). The writing report card: Writing achievement in American schools. Princeton, NJ: National Assessment of Education Progress. • National Council of Teachers of English (2008) Policy brief on writing. Retrieved www.ncte.org • National Council of Teachers of English, Conference on College Composition and Communication position statement on the preparation and professional development of teachers of writing (1982). Retrieved from http://www.ncte.org/cccc/resources/positions/123789.htm • National Writing Project and Nagin, C. (2006). Because writing matters. San Francisco: John Wiley & Sons. • Sneed, J.H. (1988). The teaching of revision: Case studies of three eighth-grade language arts teachers. National College of Education, 1988, 186 pages; AAT 8921518 • Sommers, N. (1980). Revision strategies of student writers and experienced adult writers. College Composition and Communication, 31, 378-388. • Yancey, K. (2008). 2008 NCTE Presidential address: The impulse to compose and the age of composition. The National Council of Teachers of English Annual Meeting. Retrieved from www.ncte.org 33

Notas del editor

  1. Low applicability
  2. Shouldn ’t this be greater?!
  3. Shouldn ’t this be greater?! Same here. We need to be more deliberate in our syllabi to help make these objectives/connections.