Reading-as-the-reader perspective-taking improves young writers' revision and new drafting of descriptive essays in both 5th and 9th grade¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Both 9th and 5th graders showed consistent significant improvement under the reading-as-the-reader condition, both when revising their essays and when drafting anew. → Holliway 2004

Evidence¶

Holliway 2004¶

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

q3 · i? · causal · r?

The study's reported headline result, as stated in the abstract: students in both grade levels improved under the "reading-as-the-reader" condition across two tasks, revising essays and drafting anew. No effect size is printed in the available text.

"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."

Discussion¶

Related Claims¶

• Diagnostic Review revisions contained larger shares of meaning-change, organization, and content/argument work, while Control revisions remained more dependent on surface-level editing — the general claim this finding bears on, with the studies behind it
• Duplicating readers' experiences helps young writers revise descriptive writing to meet readers' informational needs — possibly the same claim (merge candidate)
• Revision conditions offering more reader insight produced contrasting benefits for young writers' descriptive revision — related