Self-Evaluation Strategies of Extensive Revisers and Nonrevisers

Comparing Peer Review and Self-Review as Ways to Improve College Students' Writing

“…Bruffee (1984) describes a more evaluative approach in which college students not only paraphrase a peer's paper but also offer comments "on what seems well done and what the author might do to improve the work" (p. 638). Beach (1976) found that students who engage in extensive revision are able to think about their paper holistically; they are able to evaluate the patterns, gist, and main ideas in their papers at an "abstract level" (p. 162; see also Hayes, Flower, Schriver, Stratman, & Carey, 1987). Nonrevisers fixate on the parts of their drafts, rather than the whole (Beach, 1976).…”

“…Beach (1976) found that students who engage in extensive revision are able to think about their paper holistically; they are able to evaluate the patterns, gist, and main ideas in their papers at an "abstract level" (p. 162; see also Hayes, Flower, Schriver, Stratman, & Carey, 1987). Nonrevisers fixate on the parts of their drafts, rather than the whole (Beach, 1976). Beach (1976) believes that "some students may not be able to revise because they are cognitively incapable of abstracting key points or of carrying over ideas from one draft to the next" (p. 164).…”

La révision de texte : une comparaison entre réviseurs débutants et expérimentés

“…Il semble cependant que ces méthodes puissent être divisées en deux groupes. Un premier groupe comprend les méthodes, très couramment employées, qui consistent à demander à des sujets de réviser des textes qu'ils ont eux-mêmes écrits afin de produire une version définitive qui sera comparée à leur première version (Beach, 1976;Brassart, 1991 ;Bridwell, 1980;Faigleyet Witte, 1981Sommers, 1980). La généralisation des données obtenues de la révision de tels textes «autographes» n'est cependant pas sans limites importantes.…”

Rearticulating Writing Assessment for Teaching and Learning

“…The ability of students to assess themselves has long been an important pedagogical (Beaven 1977;Marting 1991;and others) and research (Beach 1976;Beach and Eaton 1984; and others) concern in composition. In fact, the reflective writing often included in portfolios has also been seen as an important tool for student self-assessment (Armstrong 1991;Mills-Courts and Amiran 1991;Yancey 1998).…”

“…In fact, the reflective writing often included in portfolios has also been seen as an important tool for student self-assessment (Armstrong 1991;Mills-Courts and Amiran 1991;Yancey 1998). While self-assessment is certainly an important ability for the developing writer and is related to a student's ability to use assessment to write (Smith and Yancey 2000), it is often focused on how well students measure their progress in a particular class (Beaven 1977) or on how well or how much they have revised (Beach 1976;Beach and Eaton 1984). There is a limited amount of research on how students and other writers evaluate writing.…”