Abstract
The purpose was to examine the effect of writing revision opportunities across gender. Twenty two university freshman and sophomore male (G1M; n=11) and female (G2F; n=11) students were chosen randomly from the Kinesiology program. Writing protocol and instruction was provided by the instructor. Teacher Assistants (TA) were used to score the assignments. Students critiqued a peer refereed journal article. The first draft focused on format. The second draft (first revision) focused on format and graphics. The third draft (second revision) focused on format, graphics, and content. All previous drafts were stapled in sequence to provide feedback. H1: There was no gender differences in beginning scores (p=0.5). H 2: There was no difference in final score (p=.48). H3: There was no difference in number of revisions (p=.33). Most university students in Kinesiology chose to revise written work between 3-6 times.
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