EXPLICIT REVISION INSTRUCTION IN HIGHER EDUCATION WRITING

In higher education, writing plays an important role in students' learning. Students take college notes, participate in written exams and are assessed based on papers they hand in. However, university students often experience difficulties in writing and revising despite their secondary school training. Because of the increasing length and complexity of texts, text coherence gains importance at this level. This experimental intervention study explores how an explicit revision instruction can change students' use of transitional phrases as a means of creating text coherence. The results of a one-way analysis of variance show no significant group effect. Nevertheless, it is important to further investigate the connection between revision instruction and revision application by conducting empirical, longitudinal research in a natural setting.