From Error Correction to Meaning Making:Reconstructing Student Perceptions of Revision

0*, Rachel Wright Junio**
*-** Fayetteville State University, Fayetteville, North Carolina, USA.
Periodicity:October - December'2017
DOI : https://doi.org/10.26634/jelt.7.4.13764

Abstract

For most students, revision is viewed as a punishment for not writing well enough. However, what if students' negative perceptions of revision shifted to view revision as an opportunity to better develop the meaning and message of texts. Revision, like all processes in writing, is complex, cognitively demanding, and requires students to be able to detect, identify, and correctly change specific errors made during the initial writing process. The real question becomes, how can teachers modify teaching strategies to reshape students' perceptions of revising while also making students more effective and independent at revising writing? This research analysis focuses on answering this question by first examining the literature on how the misconceptions about revision were shaped and reinforced and then by examining researchbased strategies that help to reframe students' perceptions of revision while shaping them into independent and effective revisers.

Keywords

Writing, Revision, Student Perceptions, Teaching Strategies

How to Cite this Article?

Barrette, C., & Wright, R. (2017). From Error Correction to Meaning Making: Reconstructing Student Perceptions of Revision. i-manager’s Journal on English Language Teaching, 7(4), 16-24. https://doi.org/10.26634/jelt.7.4.13764

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