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Strategies for Self-initiated Draft Revision in Writing Class

  • Studies in Humanities and Social Sciences
  • Abbr :
  • 2020, 63(1), pp.5-19
  • DOI : 10.17939/hushss.2020.63.1.001
  • Publisher : Institute of Humanities and Social Sciences
  • Research Area : Interdisciplinary Studies > Interdisciplinary Research
  • Received : January 27, 2020
  • Accepted : February 20, 2020
  • Published : February 28, 2020

Sinjeong Kim 1

1호남대학교

Accredited

ABSTRACT

This research explores three types of feedback for a large writing course. Draft revision is an essential step for students who need inspiring experiences to overcome the intimidation of writing. Through an ongoing process of revision, students realize that “seeing again” does improve their essays. In the writing class, I organized three steps for active revision: peer-review, instructor’s review, and self-revision. All three steps were conducted in sequence: students wrote the first draft and had a peer-review session. Through the peer-review process, students gained a critical viewpoint and better evaluated their own essays. The peer-review activity reminded students of the reader’s presence in writing. Students revised their essays based on the comments from the peers and the instructor. Finally, they were asked to revise their first draft and wrote a Writing Process Report at the same time. As meta-writing, the Writing Process Report sets for a plan and a goal of a final draft. Such revision processes promote students’ involvement—active and interactive self-revision. That is, well-designed peer review and self-revision activities ensure students’ self-initiated and spontaneous engagement in writing.

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This paper was written with support from the National Research Foundation of Korea.
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