ABSTRACT

Revisions in writing aim at text improvement. Literature has shown that revision activity differs between novice and experienced writers. Our ultimate goal is to understand how children and adolescents develop the capacity to shift perspectives from language producer to language recipient — a prerequisite ability to successful revision. In this study we analyse draft and final versions of expository and narrative texts produced by French children (36 participants for each group: fifth, seventh and ninth grades). Half of the children produced the written texts after having produced the text first in the spoken modality, and the other half produced the written versions before producing the text in the spoken modality. We will examine the kinds of revisions made by children and adolescents and how they vary with development and across text types. We also want to evaluate the measure to which our writers’ revisions contribute to text quality and to show how revisions can reveal what elements our participants judge as playing a part in text quality.

摘要

书面修订旨在改善文本。文献表明，新手和有经验的作家之间的修订活动有所不同。我们的最终目标是了解儿童和青少年如何发展将观点从语言产生者转变为语言接受者的能力，这是成功进行修订的前提条件。在这项研究中，我们分析了法国儿童（每组36名参与者：五年级，七年级和九年级）制作的说明性和叙述性文本的草稿和最终版本。一半的孩子在首先以口语形式产生文本后才产生书面文本，另一半则在以语言形式产生文本之前产生书面形式。我们将研究儿童和青少年所做的修订类型，以及它们如何随着发展和跨文本类型而变化。