Abstract
Many teachers hoped that word processing would encourage students to take greater risks and make more structural changes in their writing. Unfortunately, research has shown this has not been the case. To revise at the structural level, novice writers need to develop skills closer to those that expert writers possess — the abilities to detect, diagnose, and remedy problems within their writing. This article suggests that integrating generic word processing functions with revising strategies can help students develop these skills. The methods described in this article help novice writers establish a repertoire of revising strategies that, while not expert, certainly move them beyond the novice stage. At the same time, these methods encourage students to rely less on peer and teacher intervention for detecting, diagnosing, and remedying structural problems. Students begin to internalize revising strategies that they can use independently.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
