Title

"What Do You Mean I Wrote a C Paper?" Writing, Revision, and Self Regulation

Document Type

Article

Publication Date

2015

Journal

Collected Essays on Learning and Teaching

Volume

8

First Page

111

Last Page

146

URL with Digital Object Identifier

https://doi.org/10.22329/celt.v8i0.4259

Abstract

Students often express surprise at their grades on papers. This gap between expectation and achievement may stem in part from lack of facility with revision strategies. How, then, can teachers work with their students to foster more effective revisions? This question in teaching and learning has inspired an interdisciplinary collaboration: one of us is a management and leadership professor (Sharen), and the other is an English/communication professor (Feltham). In this essay, we describe a research study from winter 2013 in which we explored how a series of interventions improved students’ mindsets about the process of drafting and revising reports for a second-year-university course entitled “Women and Leadership.” After outlining key aspects of this study that we feel are of general interest, we then present a series of reflective suggestions about how to teach revision derived from both our experiences and a selective survey of the literature on both revision and self-regulation.

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