1. In “Revision Strategies of Student Writers and Experienced Adult Writers”, Sommers shows the wide gap that can exist between younger and more experienced writers. We can see a giant difference between not only what their revision processes entail, but also how they view their text and the writing process as a whole.
What strategies should teachers use to help students progress from that novice stage and flourish into more developed writers?
2. According to Bishop, how might traditional grammar instruction be incorporated into a more modern, process-driven comp course?
Nicholas,
ReplyDeleteI was thinking the same thing when reading Sommers article. How could these students not know the definition of revising and/or thought that revising was just a thesaurus search. I think clearly defined steps as students go through the syllabus would help tremendously. I've been sitting in on conferences and we're discussing drafts. Why not on the syllabus say a draft#2 is a revision and is not just a spelling and grammar check. It's one of the ways to start with a clear definition.