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.
‘Writing is rewriting’ say teachers to their pupils from time to time. To paint a fuller picture, rewriting is also reading, understanding, and writing combined.
Indeed, several complex revising operations are involved, at the same time, including rereading, detection, perception, diagnosis, and correction processes. For instance, detecting an error requires a rereading of the text and perceiving an inadequacy between the written text and the author's initial representation temporarily stored in memory; diagnosing this error requires one to determine its nature; correcting the error leads to a modification to the written text, if the reviser possesses the necessary means for implementing this change (e.g., Butterfield et al., 1996). To elaborate on these operations more specifically, in this chapter, first, the revision processes are ...