In this study we present a comparative report of two effective instructional programs focused on the improvement of upper-primary students’ writing competence through the promotion of revision skills. Both programs shared the main aim but had two different approaches. We contrasted writer-focused instruction with reader-focused instruction. To provide a valid report on the similarities and differences of the two programs, we applied two complementary dimensions. The first dimension, what the researcher intends students to achieve, provides insight into the types of students’ intermediate learning objectives and how they are sequenced. The second dimension, how to teach, includes the instructional design principles which relate the intermediate learning objectives to the specific learning and instructional activities in certain conditions. We analyse similarities and differences between the instructional programs and discuss the implications of using this kind of reporting system as a useful tool for reporting – and designing – writing interventions.

中文翻译：

---

如何报告写作干预？两种有效修订干预措施的分析描述的案例研究

在这项研究中，我们提出了两个有效的教学计划的比较报告，这些计划的重点是通过提高修订技能来提高高中学生的写作能力。这两个程序都具有主要目的，但是有两种不同的方法。我们将以作者为中心的教学与以读者为中心的教学进行了对比。为了提供有关这两个程序的异同的有效报告，我们应用了两个互补的维度。研究人员希望学生达到的第一个维度是对学生的中间学习目标的类型及其顺序的深入了解。第二个方面，即如何教学，包括教学设计原则，该原则将中间学习目标与特定条件下的特定学习和教学活动联系起来。