Abstract

Once writers complete a first draft, they are often encouraged to evaluate their writing and prioritize what to revise. Yet, this process can be both daunting and difficult. This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text. We examine the processes of students at two different schools as they remediated their own texts and how those processes impacted the development of their rhetorical, conceptual, and communicative capacities. Our analysis suggests that students creating visualizations of their completed first drafts scaffolded self-evaluation. The mapping tool aided visualization by converting compositions into discrete persistent visual data elements that represented concepts and connections. This often led to students' meta-awareness of what was missing or misaligned in their draft. Our findings have implications for how students approach, educators perceive, and designers support the drafting and revision process.

Citation

Olmanson, J., Kennett, K., Magnifico, A., McCarthey, S., Searsmith, D., Cope, B. & Kalantzis, M. (2016). Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development. Technology, Knowledge and Learning, 21(1), 99-123. Retrieved January 28, 2023 from https://www.learntechlib.org/p/175812/.

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• concept mapping
• editing
• Formative Evaluation
• metacognition
• Revision (Written Composition)
• Scaffolding (Teaching Technique)
• Self Evaluation (Individuals)
• Semantics
• Visualization
• Writing Evaluation
• Writing Processes