Knowledge and Skills Statement
Research
1. Saddler, B., Saddler, K., Befoorhooz, B., & Cuccio-Slichko, J. (2014). A national survey of revising practices in the primary classroom. Learning Disabilities: A Contemporary Journal, 12(2), 129+. Retrieved from https://link.galegroup.com/apps/doc/A395847923/PROF?u=tea&sid=PROF&xid=3fb82c16
Summary: A research survey of primary teachers indicates that more time needs to be given to revision in the classroom. Students primarily make surface-level revisions that do not improve writing. In order to for students to become stronger writers, revision must be integrated into the writing process.
2. Philippakos, Z. A., & MacArthur, C. A. (2016). The use of genre-specific evaluation criteria for revision. Language and Literacy Spectrum, 26, 41–52. Retrieved from https://eric.ed.gov/?q=audience+and+purpose&pr=on&ft=on&id=EJ1108470
Summary: This article provides specific guidelines for teachers in supporting students when they are trying to evaluate and revise their writing. By basing evaluation criteria on genre elements, such as the difference between a story and a procedural, teachers can provide students with more specific criteria for evaluation and revision. The purpose is to counter students' beliefs that changes in mechanics are sufficient for revision.
3. McManus, M. S., & Theamwong, L. (2015). Enhancing fourth grade students' writing achievement through purposeful experiential learning: an action research study. Universal Journal of Educational Research 3(12), 997–1000. Retrieved from https://files.eric.ed.gov/fulltext/EJ1083248.pdf
Summary: Fourth grade students had a writing task that involved improving the school. It required students to call on community, agency, area business, and high school student support. Students wrote letters applying for grants, asking for materials, and requesting additional support. Students orally presented their prewriting and these presentations proved to be an effective method for the revision and editing of their written work.