Abstract
This chapter provides a brief review of empirical findings and theoretical positions concerning the conditions that lead writers to revise texts. The review identifies a need for further research in two directions. First, much of revision research is focused on revisions that are triggered by the discovery of text faults. More research is needed to explore revisions that are triggered by the discovery of opportunities for text improvement other than the correction of text faults. Second, more research is needed to identify effective means for teaching students to recognize and apply standards of text quality while they write.
Keywords
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Hayes et al. (1987) actually called this option “revision.” Since this is a subprocess of a larger process also called revision, I substituted the term “repairing” to avoid confusion.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Springer Science+Business Media New York
About this chapter
Cite this chapter
Hayes, J.R. (2004). What Triggers Revision?. In: Allal, L., Chanquoy, L., Largy, P. (eds) Revision Cognitive and Instructional Processes. Studies in Writing, vol 13. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1048-1_2
Download citation
DOI: https://doi.org/10.1007/978-94-007-1048-1_2
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-3776-1
Online ISBN: 978-94-007-1048-1
eBook Packages: Springer Book Archive