EXPLICIT REVISION INSTRUCTION IN HIGHER EDUCATION WRITING

被引：0

作者：

Van Vooren, V. ^{[1
]}

Mottart, A. ^{[1
]}

Vlieghe, J.

机构：

[1] Univ Ghent, Ghent, Belgium

来源：

13TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2019) | 2019年

关键词：

Text Coherence; Transitional Phrases; Tertiary Education; Revision Task Conceptualization;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：762 / 765

页数：4

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