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The nature of peer editing in the fo...

Amores, Maria Jesus.

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The nature of peer editing in the foreign language composition classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The nature of peer editing in the foreign language composition classroom./
作者:	Amores, Maria Jesus.
面頁冊數:	352 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1592.
Contained By:	Dissertation Abstracts International57-04A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9628040

The nature of peer editing in the foreign language composition classroom.
Amores, Maria Jesus.

The nature of peer editing in the foreign language composition classroom. - 352 p.

Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1592.

Thesis (Ph.D.)--The Pennsylvania State University, 1996.

Framed by a social practices model of response to student writing, this study describes the peer-editing behaviors of eight undergraduate students in a third-year Spanish composition and grammar review course. Using ethnographic techniques, the author investigated the nature of peer-editing as it relates to the development of writing as a process.Subjects--Topical Terms:

1018079
Language, Linguistics.

The nature of peer editing in the foreign language composition classroom.
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245 1 4 $a The nature of peer editing in the foreign language composition classroom.
300 $a 352 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1592.
500 $a Co-Advisers: William R. Glass; Rebecca Kline.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 1996.
520 $a Framed by a social practices model of response to student writing, this study describes the peer-editing behaviors of eight undergraduate students in a third-year Spanish composition and grammar review course. Using ethnographic techniques, the author investigated the nature of peer-editing as it relates to the development of writing as a process.
520 $a Data collected over four months through interviews, participant observation, artifact inventories, and questionnaires revealed a strong tendency among informants to define the peer-editing process in social and emotional terms, but did not support some of the previously held views regarding the effectiveness of the process. Instead, the data would suggest that the factors governing the extent to which feedback and revision are accepted by peer reviewers may be based more on perceptions of status and role, and upon linguistic capabilities of the individuals involved than on the potential improvement of the final draft of the composition. Similarly, the extent to which the instructor intervenes in the peer-editing process appears to determine the level of importance that participants assign to the task.
520 $a The author's findings challenge common beliefs about the effects that response may have on students' writing and students' attitude toward writing. They raise further research questions concerning the role of factors such as age and race or ethnicity, and the influence that the classroom may play on the peer review process. The most significant implications of the study appear to be that students must be prepared for small group interactions a priori, and that they should have considerable practice in providing feedback on manuscripts before beginning the function as a peer-editor in the correction of their classmates' compositions.
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650 4 $a Language, Linguistics. $3 1018079
650 4 $a Language, Rhetoric and Composition. $3 1019205
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