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English language learners' revision ...

Scordaras, Maria.

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English language learners' revision process in a college composition class.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	English language learners' revision process in a college composition class./
作者:	Scordaras, Maria.
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2815.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100802

English language learners' revision process in a college composition class.
Scordaras, Maria.

English language learners' revision process in a college composition class. - 220 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2815.

Thesis (Ph.D.)--New York University, 2003.

For many basic writers, particularly English-as-a-Second-Language (ESL) students, the revision process is difficult. This study captures ESL writers' beliefs, preconceived notions, and experience with the revising component of the writing process. An action research design was employed to uncover students' experiences with revision and to examine my role as the teacher in those student experiences so that I could become better informed about my own practices and to discern ways upon which they might be improved.Subjects--Topical Terms:

1018115
Education, Language and Literature.

English language learners' revision process in a college composition class.
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500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2815.
500 $a Chair: Frank Tang.
502 $a Thesis (Ph.D.)--New York University, 2003.
520 $a For many basic writers, particularly English-as-a-Second-Language (ESL) students, the revision process is difficult. This study captures ESL writers' beliefs, preconceived notions, and experience with the revising component of the writing process. An action research design was employed to uncover students' experiences with revision and to examine my role as the teacher in those student experiences so that I could become better informed about my own practices and to discern ways upon which they might be improved.
520 $a The study focuses on the revision processes employed by four college students, two stronger writers and two weaker writers, over the course of a six-week intensive developmental reading and writing course. Data collection included pre- and post-questionnaires; audio-taped conferences; and student drafts.
520 $a The findings reflect that each of the four student's revision process was strongly influenced by their prior knowledge and experience in writing and revision. This was beneficial for the stronger students but detrimental for the weaker students, who had little previous experience with revision and who placed such value on “correct” grammatical writing. Additionally, all four students relied substantially on the teacher. Interestingly, whereas the two less proficient students were quite passive about their revisions, the stronger two writers were proactive. Finally, the data from this study suggest that the intensive writing course model is not appropriate for less able ESL writers. Such writers are overwhelmed by the amount of work and the limited time for working one-on-one with their instructor and to internalize what is being taught.
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