Revising behaviours of average and competent grade six writers composing in two modes of discourse
Date
1985
Authors
Verdiel, Sandra Arlene
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The study examined the revisions and revising behaviours of average and competent writers in grade six composing in two modes of discourse, expressive and transactional. It also examined the universality of current cognitive process theories of writing in providing a matrix or template for the explication of the revising strategies of pre-adolescent writers.
The subjects participating in the study were members of a grade six class in an elementary-junior high public school in Calgary, Alberta. Three competent and three average writers were randomly selected from a pool of each type. The study involved the collection of verbal protocols and writing samples as the subjects wrote in two modes of discourse. Writing topics were given in advance of the sessions. Students composed and revised the expressive composition during the first two sessions. The transactional composition was developed and revised in sessions three and four. Each session was conducted on an individual basis. Audiotapes were made of the verbal protocols and of interview sessions at the conclusion of composing to determine student reasons for implementing revisions.
The following is a summary of the major findings of this study:
1. Average writers revised less frequently than competent writers. This difference in frequency of revision between the two groups was not significant in either mode of discourse investigated.
2. Surface changes occurred in a 3:1 ratio to meaning changes in all but the expressive writing of average writers.
3. No clear patterns for revising behaviours emerged within average or competent writer groups. Individual styles of revising behaviour were more apparent.
4. Composing in the expressive mode appeared to be less difficult for the student writers. Many described their writing as "flowing."
5. Composing in the transactional mode was characterized by more frequent rereading of what had been transcribed, pauses and protocol statements reflecting difficulty in matching intentions with language.
6. Evidence of both editing and reviewing was gathered in support of Flower and Hayes (1981b) statement that both editing and reviewing are revision processes in composing.
The pre-adolescent writers in this study reflected an atheoretical approach to the revising of their compositions. Concerns in revision were mainly local ones. Further, students were unaware of the heuristic value of the composing/ revising process, viewing writing solely as a process of communication rather than of discovery .