This book draws together current research on revision from two areas. The
first is the large body of empirical work on the cognitive processes
involved in the revision of written language production. This research
looks at how operations of revision intervene during various phases of
writing, at the resources or constraints (e.g., working memory load,
content knowledge, strategy use) that affect revision and at developmental
aspects of revision capabilities.
The second area of research concerns the study of students learning to
revise texts in instructional settings. This research examines the effects
of instructional design conditions (structure and sequencing of tasks,
strategy instruction, word processing) and the impact of peer interactions
on student acquisition of revision skills.