User:Raspberryonfrog/Revision (writing)
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[edit]In writing, revision is the process of rearranging, adding, or removing paragraphs, sentences, or words. The writing process commonly consists of prewriting, drafting, and revision. Revision is often considered the final stage of the writing process, but some writers may decide to make adjustments during the process to ensure that the draft reflects their changing intentions. In an essay, revision may involve finalizing the thesis, reconsidering structure or organization, working to find errors, developing evidence and examples, or clarifying unclear positions. Many of the strategies associated with editing are used in revision, but it can also entail larger conceptual shifts in terms of purpose, audience, and content. The revision process consists of intuitive and creative processes as well as critical and directed processes. Writers can go through multiple rounds of revisions before they reach a final draft, giving them the opportunity to step back and reflect upon their work to find ways to improve their writing.
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[edit]Reflection in the Revision Process
[edit]Another way to think about the writing process and revision is Peter Elbow’s concept of first- and second-order thinking.[1] First-order thinking involves intuition and creativity; it consists of exploring tangents and generating ideas. The prewriting and drafting process entails first-order thinking. Second-order thinking involves being critical and analytical of one's own writing; it consists of reflecting on the ideas we came up with and ensuring that they are clearly expressed and well-supported. Reflective writing encourages writers to think about their own thinking[2] which is also known as metacognition.[3] It can also be considered a type of second-order thinking. This analytical approach of thinking asks the writer to examine their work with a critical mindset. Writers are able to consider the intended audience and purpose of a piece of writing by asking themselves who, what, and why questions such as: Who is my audience? What is the theme? Why is this important? Reflection can help writers gain more insight into the composing and revision processes by providing a method for them to develop a sense of purpose, analyze their ideas, and set revision goals.
Collaboration
[edit]In educational settings, peer revision, or feedback, is a common collaborative writing practice. In organizational and other workplace settings where collaborative writing is common, participation of multiple writers facilitates communal revision.[4] Recently, due to the collaborative capabilities of the Internet, there are writers who "crowdsource" reviews from several people, who contribute digital annotations.[5]
Teachers' prompts that incorporate the process of invention spark collaboration and communication amongst students in the classroom, producing feedback between peers. Peer review allows writers to learn from one another and assess issues that may have been overlooked.[6] It gives writers an outside perspective, increasing their understanding of how their writing is being interpreted by their intended audience. It allows students to learn and strategize with one another.[7] Peer feedback engages the concept of discourse communities, where individuals share genres, language, values, concepts, and "ways of being" too better the group as a whole.[8] Discourse communities give writers a space to collaborate with those who have a suitable degree of relevant content or who share a common set of goals.[9]
- ^ Peter., Elbow, (1987). Embracing contraries : explorations in learning and teaching. Oxford University Press. ISBN 0-19-504661-7. OCLC 988428588.
{{cite book}}: CS1 maint: extra punctuation (link) CS1 maint: multiple names: authors list (link) - ^ "Reflective Writing and the Revision Process: What Were You Thinking? – Writing Spaces". Retrieved 2023-03-19.
- ^ Lindenman, Camper, Jacoby, Enoch, Heather, Martin, Lindsay Dunne, Jessica (June 2018). "Revision and Reflection: A Study of (Dis)Connections between Writing Knowledge and Writing Practice". College Composition and Communication. 69 (4): 581–611 – via JSTOR.
{{cite journal}}: CS1 maint: multiple names: authors list (link) - ^ Lisa S. Ede, Andrea A. Lunsford (1990). Singular Texts, Plural Authors. Carbondale. Southern Illinois Press.
- ^ Rijlaarsdam; Bergh, Huub; Couzijn, Michel (2007). Effective Learning and Teaching of Writing: A Handbook of Writing in Education. New York: Kluwer Academic Publishers. p. 105. ISBN 978-1402027246.
- ^ "Benefits of Peer Review". www.southwestern.edu. Retrieved 2023-03-19.
- ^ Gerdes, Kendall; Beal, Melissa; Cain, Sean (2020-09-30). "Writing a Videogame: Rhetoric, Revision, and Reflection". Prompt: A Journal of Academic Writing Assignments. 4 (2): 3–12. doi:10.31719/pjaw.v4i2.64. ISSN 2476-0943.
- ^ Johns, Ann (1997). "Discourse Communities and Communities of Practice: Membership, Conflict, and Diversity" (PDF). Text, Role, and Context: Developing Academic Literacies: 51–70.
- ^ "Discourse communities and communities of practice: Membership, conflict, and diversity", Text, Role and Context, Cambridge University Press, pp. 51–70, 1997-06-13, retrieved 2023-03-19