This Handbook critically examines research and theoretical issues that impact writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.
Chapter 30: The Role of Readers in Writing Development: Writing Students Bringing Their Texts to the Test
The Role of Readers in Writing Development: Writing Students Bringing Their Texts to the Test
Readers Helping Writers to ‘Test’ Their Text
For over thirty years, writing has been portrayed in research literature as a way of problem solving (Moss 1975; Flower and Hayes 1977; Hayes and Flower 1979; Hayes 1989; Bryson et al., 1991). The translation of this idea to the educational field followed soon after (e.g., Berkenkotter 1982; Coe et al., 1983). In this chapter, we will discuss the usability in writing instruction of pretesting texts with real readers, a way to embody the often-omitted final stage of the problemsolving model: the implementation and evaluation of the problem ‘solution’ that ...