Abstract
In this study we examined how young writers (5th and 9th grade US students) benefited from perspective-taking experiences as they composed and revised descriptive essays. We investigated the contrasting benefits of three revision conditions that varied in the amount of reader insight they offered. The three conditions were a “feedback only” condition, a “ratingther” condition, and a “reading-as-the- reader” condition. Both the 9th and the 5th graders showed consistent significant improvement under the “reading-as-the-reader” condition, both when revising their essays and when drafting anew. Results suggested that when young writers engage in a task that duplicates their readers’ experiences, they could more accurately revise their descriptive writing to meet their readers’ informational needs.
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© 2004 Springer Science+Business Media New York
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Holliway, D.R., McCutchen, D. (2004). Audience Perspective in Young Writers’ Composing and Revising. 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_6
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DOI: https://doi.org/10.1007/978-94-007-1048-1_6
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-3776-1
Online ISBN: 978-94-007-1048-1
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