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- W2063670587 abstract "In this study, we investigate the relationship between written comments and students' subsequent revisions for one teacher and three students in an advanced ESL composition course. Data include the teacher's comments, the students' drafts before and after the comments, and discussions during conferences that shed light on the students' revision processes. Associations between characteristics of the comments and the success of students' subsequent revisions are first examined. While it initially appears that certain formal characteristics of the comments were associated with successful revision (e.g., declaratives rather than questions), further analysis reveals that only one feature typically related to revision success: The type of revision problem that was addressed. Students tended to be successful in resolving many types of revision problems (e.g., adding examples, increasing cohesion), but they were unsuccessful in revising problems related to explanation, explicitness, and analysis. However, there were exceptions to this typical pattern, and to better understand these exceptions, we describe each student's revision process. Factors such as content knowledge, strongly-held beliefs, the course context, and the pressure of other commitments provide explanations for students' revision decisions and account for unexpected success or lack of success in their revising. The study shows that, in order to understand how students revise in response to written feedback, we must look not only at the nature of the comments themselves, but also at the types of problems students are being asked to revise and at individual factors affecting the students." @default.
- W2063670587 created "2016-06-24" @default.
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- W2063670587 date "1999-05-01" @default.
- W2063670587 modified "2023-09-27" @default.
- W2063670587 title "ESL student revision after teacher-written comments: Text, contexts, and individuals" @default.
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- W2063670587 doi "https://doi.org/10.1016/s1060-3743(99)80126-x" @default.
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