Geleide Revisie

From various studies there is evidence that revision tasks are helpful in the development of writing skills. In order to know more about the mental activities student-writers undertake while revising their own texts, we have made an analysis of 90 writing assignments written and revised by pupils of 12 years old. In an attempt to help pupils in the revision phase, we added 2 kinds of feedback at the sentence level: - minimal feedback which merely indicates the sentence problem; - diagnostical feedback which indicates a solution for the sentence problem. The research concentrated on the question which kind of feedback had resulted in adequate revisions at the sentence level. Analysis showed that - each kind of feedback was given equally frequent, regardless of the nature of sentence errors; - opaque sentence errors were revised successfully more often than sophisticated sentence errors ( ρ < .01); - minimal feedback led to more successful revisions than diagnostical feedback ( ρ < .01). These results suggest that student-writers are not able to make use of diagnostical comments and that further research should be done in order to discover which kind of feedback is the most succesful at sentence level.