Revision Pedagogies in Writing Classrooms: A Qualitative Systematic Review

• In Event: Advancements in Writing Literacies

Abstract

Revision is an important, but often ignored, step in the writing process (Summers, 1980). This systematic literature review of revision research (1988-2025) highlights the ways in which teachers and students were positioned in relation to one another throughout the revision process and the ways these positions map onto Smith’s (2018) waves of writing theories. Findings show revision studies focus predominantly on monologic interactions and can be characterized as limited to products and processes.

Authors

• Brianne Johnson, University of Oklahoma

• Julianna Lopez Kershen, University of Oklahoma