The Effect of Diagnostic and Prescriptive Comments on Revising Behavior of Community College Students.Reportar como inadecuado




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A study assessed whether community college students revise their writing more effectively if they are supported during the revision learning process by comments that point out the writing flaws in their texts and then provide suggestions on how to revise these flaws. Subjects, 28 first- and second-year students enrolled in an Introduction to Literature class, revised a total of 5 personal essays taken from a popular freshman composition textbook. The essays had no spelling, punctuation, or grammar problems. Half the subjects (the experimental group) read and revised essays that had flaws identified and described, the other half (the control group) were told the essays contained problems in development, coherence, and organization but were not told where the errors were or precisely what the errors were. Every change subjects made in each of the essays was evaluated for its effectiveness as a change. Results indicated that both groups improved their revising skills, and that the experimental group became more proficient in discovering and improving flaws. Findings suggest that diagnostic and prescriptive comments can be helpful, and that students should be able to improve their revising skills after both directed and nondirected revising practice. (Contains 18 references and 8 tables of data. Appendixes contains the five essays, explanations of the errors, and general instructions for revising the essays.) (RS)

Descriptors: Community Colleges, Comparative Analysis, Error Correction, Revision (Written Composition), Skill Development, Two Year College Students, Two Year Colleges, Writing Improvement, Writing Research, Writing Skills











Autor: Jackson, Ina; Carifio, James; Dagostino, Lorraine

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9846&id=ED417449







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