Abstract
To assess progress in understanding text revision, we review research reported since 1980, when process analyses of writing were beginning (Fitzgerald, 1987). A modernized version of the revision model by Flower, Hayes, Carey, Schriver, and Stratman (1986) was used to organize findings about how revision is influenced by environmentally posed rhetorical problems and actual text variables; by cognitive knowledge, strategies, and representations of the text being revised; by metacognitive understanding, monitoring, and control of knowledge and strategies; by interactions among these environmental, cognitive, and metacognitive influences; and by how working memory limits those interactive influences. These influences have been studied with a rich diversity of research approaches, and even though no part of the modernized model has been studied fully, and even though interactions of the model's parts have been examined minimally, clearly interpretable results have been reported about all of the model's parts. Substantial and encouraging progress has been made toward understanding text revision, and the stage has been set for more progress. We suggest investigations to increase understanding of revision and to promote integration of research and theory about reading and writing.
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Butterfield, E.C., Hacker, D.J. & Albertson, L.R. Environmental, cognitive, and metacognitive influences on text revision: Assessing the evidence. Educ Psychol Rev 8, 239–297 (1996). https://doi.org/10.1007/BF01464075
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DOI: https://doi.org/10.1007/BF01464075