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Writing Revision: Evidence for Learning.

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Title: Writing Revision: Evidence for Learning.
Authors: Keen, John1 john.keen@manchester.ac.uk
Source: Changing English: Studies in Culture & Education. Jun2020, Vol. 27 Issue 2, p121-136. 16p.
Subject Terms: *Revision (Writing process), *Structural learning theory, *Learning communities, *Composition (Language arts), *Effective teaching, English penmanship
Abstract: This paper identifies evidence that significant procedural learning can emerge from process approaches to teaching writing, including from the transition of pupils' writing from draft to revision. It shows how writing schemes that use an underlying process framework to structure learning, give pupils ownership of their own writing and exploit the resources of classes as learning communities can enable pupils to learn how to write more effectively, and in some cases to discover what they want to say through the process of composition. The paper draws on this and other work to set out a number of implications for teaching and classroom practice. [ABSTRACT FROM AUTHOR]
Copyright of Changing English: Studies in Culture & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Writing Revision: Evidence for Learning.
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  Data: <searchLink fieldCode="AR" term="%22Keen%2C+John%22">Keen, John</searchLink><relatesTo>1</relatesTo><i> john.keen@manchester.ac.uk</i>
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  Data: <searchLink fieldCode="JN" term="%22Changing+English%3A+Studies+in+Culture+%26+Education%22">Changing English: Studies in Culture & Education</searchLink>. Jun2020, Vol. 27 Issue 2, p121-136. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Revision+%28Writing+process%29%22">Revision (Writing process)</searchLink><br />*<searchLink fieldCode="DE" term="%22Structural+learning+theory%22">Structural learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+communities%22">Learning communities</searchLink><br />*<searchLink fieldCode="DE" term="%22Composition+%28Language+arts%29%22">Composition (Language arts)</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22English+penmanship%22">English penmanship</searchLink>
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  Data: This paper identifies evidence that significant procedural learning can emerge from process approaches to teaching writing, including from the transition of pupils' writing from draft to revision. It shows how writing schemes that use an underlying process framework to structure learning, give pupils ownership of their own writing and exploit the resources of classes as learning communities can enable pupils to learn how to write more effectively, and in some cases to discover what they want to say through the process of composition. The paper draws on this and other work to set out a number of implications for teaching and classroom practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Changing English: Studies in Culture & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1358684X.2019.1653169
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      – Code: eng
        Text: English
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      – SubjectFull: Revision (Writing process)
        Type: general
      – SubjectFull: Structural learning theory
        Type: general
      – SubjectFull: Learning communities
        Type: general
      – SubjectFull: Composition (Language arts)
        Type: general
      – SubjectFull: Effective teaching
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      – SubjectFull: English penmanship
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      – TitleFull: Writing Revision: Evidence for Learning.
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              Text: Jun2020
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