ABSTRACT This paper identifies evidence that significant procedural learning can emerge from process approaches to teaching writing, including from the transition of pupils’ writing from draft to revision. It shows how writing schemes that use an underlying process framework to structure learning, give pupils ownership of their own writing and exploit the resources of classes as learning communities can enable pupils to learn how to write more effectively, and in some cases to discover what they want to say through the process of composition. The paper draws on this and other work to set out a number of implications for teaching and classroom practice.

中文翻译：

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写作修订：学习的证据

摘要 本文确定的证据表明，重要的程序学习可以从写作教学的过程方法中产生，包括从学生的写作从草稿到修订的过渡。它展示了使用底层过程框架来构建学习、让学生拥有自己的写作所有权并利用课堂资源作为学习社区的写作方案如何使学生能够更有效地学习如何写作，并在某些情况下发现他们想说通过组成的过程。本文借鉴了这项工作和其他工作，阐述了对教学和课堂实践的一些影响。