David D. Preiss
home page: http://pantheon.yale.edu/~ddp6/
S .I.G. Writing Conference 2006
Proposal for a symposium entitled
"Explaining and improving revision skills in writers"
organised by
Lucile Chanquoy (University of Nice-Sophia Antipolis, France) and
Isabelle Negro (University of Antilles-Guyane, France)
Aim of the symposium:
Revision is conceived as one of the main writing process. It
is generally described by three sub-processes: 1) reading in order to
define eventual problems; 2) developing a strategy; 3) transforming the
text, if necessary. These activities are particularly high resource
consuming (Kellogg, 1996) and experience in writing is not sufficient to
increase revising skills. Recently, research has progressed in the
conception of the revision process (for a review, see Hayes, 2004).
First, revision may intervene at any time of the writing process, from
the text to be written to the final draft (external vs. internal text).
Second, if most of the models limit the revision process to the
discovery of a dissonance between the desired text and actual written
text, (Hayes & Flower, 1980; Scardamalia & Bereiter, 1983), revision may
occur when the writer finds new links, new ideas for expressing what he
or she has previously thought or written (Hayes, 2004). The critical
skills used during the scanning of external or internal text are thus
essential. Hayes (2004) noticed that "current methods for teaching text
evaluation skills are unsuccessful" (p. 17). What has currently been
offered for teaching beginning writers to detect an error (spelling
errors or deep incoherence) in the text? How is it possible to help
beginning or experienced writers to discover opportunities for improving
their text? Which processes are involved during revision? How are
evaluation, detection and correction skills activated? Since writers are
unable to modify from 25% (Hacker, Plum, Butterfield, Quathamer &
Heineken, 1994) to 42% (Bartlett, 1982) of the errors that they have
already detected, how is it possible to improve revision? Which methods
are used to analyse revision on the text being created and on the
already transcribed text?
The purpose of this symposium is to investigate how revision research
may affect our understanding of the whole writing process, and help
education professionals to teach revision skills.
If you would like to submit a proposal for this symposium, please send
an e-mail with your title, abstract (350 words) and address (academic +
e-mail) to Lucile Chanquoy (lucile.chanquoy@unice.fr) before December,
31st (as the final deadline is January, 15th 2006). Thank you very much!
The information in this email is confidential and is intended solely for the
addressee. Access to this email by anyone else is unauthorised.
If you are not the intended recipient, any disclosure, copying, distribution
or any action taken or omitted to be taken in reliance on it, except for the
purpose of delivery to the addressee, is prohibited and may be unlawful.
Kindly notify the sender and delete the message and any attachment from your
computer.
S .I.G. Writing Conference 2006
Proposal for a = symposium entitled
"Explaining and improving revision skills in writers"
organised by
Lucile Chanquoy (University of = Nice-Sophia Antipolis, France) and
Isabelle Negro (University of Antilles-Guyane, = France)
Aim of the symposium:
&= nbsp; Revision is conceived as one of the main writing
process. It is = generally described by three sub-processes: 1)
reading in order to define eventual = problems; 2) developing a
strategy; 3) transforming the text, if = necessary. These
activities are particularly high resource consuming (Kellogg, = 1996)
and experience in writing is not sufficient to increase revising
skills. = Recently, research has progressed in the conception of
the revision process (for a = review, see Hayes, 2004). First,
revision may intervene at any time of the = writing process, from
the text to be written to the final draft (external vs. = internal
text). Second, if most of the models limit the revision process to the
= discovery of a dissonance between the desired text and actual
written text, (Hayes = & Flower, 1980; Scardamalia & Bereiter,
1983), revision may occur when = the writer finds new links, new
ideas for expressing what he or she has = previously thought or
written (Hayes, 2004). The critical skills used during the scanning of external or internal text are thus essential. Hayes
(2004) noticed = that "current methods for teaching text evaluation
skills are = unsuccessful" (p. 17). What has currently been offered
for teaching beginning writers to detect = an error (spelling
errors or deep incoherence) in the text? How is it = possible to
help beginning or experienced writers to discover opportunities for improving their text? Which processes are involved during revision?
How are = evaluation, detection and correction skills activated?
Since writers are unable to = modify from 25% (Hacker, Plum,
Butterfield, Quathamer & Heineken, 1994) to = 42% (Bartlett, 1982)
of the errors that they have already detected, how is = it possible
to improve revision? Which methods are used to analyse revision = on
the text being created and on the already transcribed text?
The purpose = of this symposium is to investigate how revision
research may affect our = understanding of the whole writing
process, and help education professionals to teach = revision
skills.
If you would like to submit a proposal for this symposium, = please
send an e-mail with your title, abstract (350 words) and address (academic + e-mail) to Lucile Chanquoy (lucile.chanquoy@unice.fr)
before December, 31^st (as the final deadline is January, 15^th 2006). Thank you very much!
The information in this email is confidential and is intended solely
for = the addressee. Access to this email by anyone else is
unauthorised. If you are not the intended recipient, any disclosure, copying, distribution or any action taken or omitted to be taken in reliance on
= it, except for the purpose of delivery to the addressee, is
prohibited = and may be unlawful. Kindly notify the sender and delete
the message = and any attachment from your computer.
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
This archive was generated by hypermail 2b29 : Thu Dec 01 2005 - 01:00:09 PST