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dc.contributor.authorNelson, Barbara Anne-
dc.description.abstractMy study centers on ways revision strategies impact student writing development and motivation to improve 12th grade students’ self-efficacy as they prepare for post-secondary writing activities. This led to my two research questions concerning how revision strategies can impact students’ writing development, and how students’ feelings about revision impact the steps they take during the revision process. I devised a mixed-method study that triangulated quantitative data (collected from rubric scores of three drafts per student) with qualitative data (collected from questionnaires, observation notes, peer feedback forms, self-evaluations, and conference notes) to understand the impact of revision strategies on students’ revision behaviors and what impact students’ feelings have on their motivation to improve their writing abilities. Based on my findings, several conclusions can be surmised: student accuracy in identifying writing weaknesses affects their revision choices, specific feedback impacts their revision behaviors, and interpersonal revision strategies can impact students’ motivation to develop as writers. One implication from this research is that multiple opportunities for writing discourse and student-assessed activities help students recognize weaknesses in their own writing.en_US
dc.format.extent68 pagesen_US
dc.publisherWilliam Paterson Universityen_US
dc.subjectEducational leadership and professional studiesen_US
dc.subjectEducational evaluationen_US
dc.subjectEducational tests & measurementsen_US
dc.subjectHigh school student writersen_US
dc.subjectPeer feedback impacten_US
dc.subjectRevision strategiesen_US
dc.subjectSecondary writingen_US
dc.subjectTeacher feedback impacten_US
dc.subjectWriting motivationen_US
dc.titleRevision Strategies: Developing Independent, Motivated Writersen_US
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