Elementary Students’ Revision Moves in Text-Based Argument Essay Writing: A Corpus Study

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Abstract

Revising is a fundamental and complex aspect of writing that is undertaught and under-practiced, particularly in elementary grades. Students’ ability to revise, and ideally improve, their essays is often limited because students lack the requisite strategic knowledge and skills for revision. This corpus study examines three drafts of a text-based argument essay written by 172 4th to 8th grade elementary students. We characterize each draft of writing and the evidence- or explanation-related revisions student made between drafts. Research that examines students’ revision moves and patterns – how they revise, to what extent, and how they process feedback on their revision attempt – is much needed to advance interventions and practices that support the teaching, practicing, and learning of revision skills.

Authors

• Elaine Lin Wang, RAND Corporation

• Lindsay Clare Matsumura, University of Pittsburgh

• Zhexiong Liu, University of Pittsburgh

• Tianwen Li, University of Pittsburgh

• Richard J. Correnti, University of Pittsburgh

• Diane Litman, University of Pittsburgh