Abstract Many young writers find revision a challenging process. The study reported here uses a multimodal system (the Ramos System) for data capture, in contrast to the more typical use of think-aloud or post-hoc recall, and sought to understand what newly-literate writers’ textual modifications (erasures) and oral comments reveal about their metalinguistic understanding of writing. Six classroom sequences of narrative writing composition were recorded, using both video and audio, capturing both the unfolding texts and the dyadic dialogue about these texts in this collaborative writing context. The analysis shows that, although these young writers’ metalinguistic thinking is dominated by graphic-spatial concerns, there is also evidence of emerging broader metalinguistic thinking across a range of categories. Nonetheless, comments related to composition or narrative meaning were rare. The paper argues for more pedagogic interventions which foreground the compositional aspect of writing narratives, alongside transcriptional fluency, and identifies lines for future research.

中文翻译：

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文本写作过程中的对话、擦除和自发评论：学生元语言对话揭示了新文学作家对修订的理解

摘要 许多年轻作家发现修订是一个具有挑战性的过程。此处报告的研究使用多模式系统（Ramos 系统）进行数据捕获，与更典型的大声思考或事后回忆的使用相反，并试图了解新识字作家的文本修改（擦除）和口头评论揭示了他们对写作的元语言理解。使用视频和音频记录了六个课堂的叙事写作作文序列，在这种协作写作的背景下捕捉了展开的文本和关于这些文本的二元对话。分析表明，尽管这些年轻作家的元语言思维主要受图形空间问题的影响，但也有证据表明出现了跨越一系列类别的更广泛的元语言思维。尽管如此，与作文或叙事意义相关的评论很少见。该论文主张采取更多的教学干预措施，将写作叙事的构成方面和转录流畅性放在一起，并确定未来研究的路线。