When Writing Fails: How Academic Context and Past Learning Experiences Shape Revision.

Porte, Graeme

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Peer reviewed

ERIC Number: EJ527760

Record Type: Journal

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0346-251X

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When Writing Fails: How Academic Context and Past Learning Experiences Shape Revision.

Porte, Graeme

System, v24 n1 p107-16 Mar 1996

Investigates the revision strategies of Spanish native-speaker undergraduates writing in two different discourse types and in two time conditions by analyzing postwriting interview protocols. Results suggest that revision strategies may be initiated by past learning experiences and respond to the perceived nature of the task and the current writing context. (14 references) (Author/CK)

Descriptors: College Students, Context Effect, Discourse Analysis, English (Second Language), Foreign Countries, Individual Characteristics, Interviews, Prior Learning, Revision (Written Composition), Second Language Instruction, Second Language Learning, Spanish Speaking, Writing (Composition)

Publication Type: Reports - Descriptive; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Spain

Grant or Contract Numbers: N/A

Author Affiliations: N/A