A Case Study of the Revision Process of a Reluctant ESL Student Writer

Sze, Celine

doi:10.18806/tesl.v19i2.927

Cited by 10 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For instance, researchers reported ESL writers used different revision strategies depending on the nature of writing issues they faced (Conrad & Goldstein, 1999;Hyland, 1998;Yasuda, 2004Yasuda, , 2005Wong, 2005). Sze (2002) and Wong (2005) showed that L2 writers' strategy use changed from one stage of drafting to the next. Takagaki (2003) specifically examined the strategy use of L2 writers at a revision stage and found that their strategy use was positively related to knowledge of revision task including their prior writing experience.…”

Section: Introductionmentioning

confidence: 99%

Re-Conceptualizing L2 Writing Revision Strategies From an Ecological Perspective: An Interview Based Inquiry

Mishima

2019

ERJEE

View full text Add to dashboard Cite

This study examines an ESL writer�s revision activity in composing an argumentative essay from an ecological perspective. The study aimed to explore how sociomaterial conditions present in the pedagogical context lead to the writer�s use of revision strategies in responding to instructor feedback. By using an interview-based case study approach, data were collected from one ESL writer and instructor in an ESL freshman composition class at a large public university in the US. Based on the analysis of field-notes, transcripts from interviews and writing conferences, and various cultural artifacts, the study found that the writer�s goal-oriented agency foregrounded his engagement with instructor feedback, which narrowed down the problem space perceived to be important by the writer to achieve his goal in writing. The writer�s selective attention to the specific writing issues to be attended in his revision attempt provided an essential perceptual pretext for the concoctions of several sociomaterially-afforded revision strategies. The study also found that sociomaterial interactions inherent within one strategy use conditioned the emergence of another strategy while showcasing that the writer�s strategy use could be emergent and generative in nature. Based on the findings, the study discusses the emergence of the revision strategies as a result of collective interplay of student agency and student-perceived sociomaterial affordances in the writer�s attempt to establish sociocognitive alignment with the instructor�s expectations delivered through feedback. Implications for ecologically-oriented L2 revision strategy research are discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Re-Conceptualizing L2 Writing Revision Strategies From an Ecological Perspective: An Interview Based Inquiry

Mishima

2019

ERJEE

View full text Add to dashboard Cite

show abstract

“…Igland (2008) og Bueie (2014) har undersøkt tekstendringer mellom utkast. De finner at elevene reviderer tekstene sine når det blir lagt til rette for det, og revisjonene er i hovedsak svar på laererens respons, et funn som bekreftes av Sze (2002).…”

unclassified

Bedre revisjonskompetanse gjennom eksplisitt opplæring i revisjonsstrategier?

Bueie

2019

NJLR

View full text Add to dashboard Cite

Evnen til å kunne revidere tekst er en viktig del av skrivekompetansen, og det er en etablert oppfatning at erfarne skrivere har en bredere forståelse av hva tekstrevisjon innebaerer enn uerfarne skrivere. I denne artikkelen presenterer jeg en studie der formålet er å utvikle praksis for å støtte revisjonsfasen bedre, og deretter se hvordan dette kan spores i elevenes tekstrevisjoner. Elever i to klasser blir introdusert for fire revisjonsstrategier (erstatte, tilføye, slette og omorganisere). Analyser av elevenes reviderte tekster viser at elevene gjør varierte revisjoner, og de mest brukte strategiene er tilføying og erstatning. Selv om de fleste elevene reviderer på både globale og lokale tekstnivå, er det tendenser til at noen fokuserer mest på de lokale, andre mest på de globale. I hovedsak gjør revisjonene tekstene bedre, men det finnes forekomster av revisjoner som ikke endrer teksten eller som gjør et tekstsegment dårligere.

show abstract