Annotated Bibliography
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Montgomery College *
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Course
106
Subject
Communications
Date
Jan 9, 2024
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docx
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Section One
Revision is often viewed as little more than a boring slog that comes after the actual
creative experience that is writing, a necessary evil to polish a finished product. However, it is a
vital, transformative process, necessary to effective writing as well as a natural part of the
development of one’s writing skills. The art of revision goes beyond simp;e editing or careful
proofreading. In fact, it is an opportunity to revisit and refine one's thoughts, to reshape the ideas
on the page to better fit the audience, and to ensure clarity and also coherence in communication.
This process challenges the myth of effortless writing talent, emphasizing that good writing is
not a spontaneous gift but a skill honed through diligent effort and continuous refinement.
Embracing revision is embracing the journey of growth as a writer, recognizing that the first
draft is just the beginning of a deeper exploration into the realm of ideas and expression.
Choosing to highlight the importance of revision in writing arises from the basic need to
debunk the myth that writing talent is an innate gift possessed by only a select few naturally born
to be “authors”. This notion undermines the value of persistence and effort in the craft of writing.
It’s crucial to acknowledge that writing, like any skill, requires practice, and revision is a
significant part of that practice. It allows writers to critically examine their work, to identify and
bridge gaps in logic or narrative, and to refine their language and style. More importantly,
revision teaches writers resilience and adaptability, essential traits in an ever-evolving landscape
of communication.
Section Two
Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from
process to outcome self-regulatory goals. Journal of Educational Psychology, 91(2), 241-
250. https://doi.org/10.1037/0022-0663.91.2.241
Zimmerman and Kitsantas (1999) investigate the advanced development of writing skills
in high school students by focusing on a strong shift to process goals rather than outcome goals,
the vehicle rather than the destination essentially. The study, involving 84 high school girls,
experimented with different goal-setting approaches: process-oriented, outcome-oriented, and a
combination of both. Students were also asked to self-record their efforts. The findings revealed
that students who initially concentrated on process goals and later shifted to outcome goals
outperformed their peers in several aspects, including writing skill, self-efficacy, and intrinsic
interest. Additionally, the act of self-recording played an important and effective role in
improving writing skills and self-regulatory capabilities, regardless of the goal-setting approach.
This study is particularly relevant to the topic of revision and its importance in writing, as
it presents a nuanced understanding of how goal orientation influences writing skill
development, specifically in the context of revision. Zimmerman and Kitsantas’ (1999) emphasis
on shifting from process to outcome goals aligns with our argument about the necessity of
revision in writing. It underscores the importance of a balanced approach in teaching writing,
which is crucial in debunking the myth that writing prowess is solely an innate talent. The
study’s insights into goal-setting and the effectiveness of self-recording provide a solid basis for
advocating for structured revision strategies in writing education. Their findings offer a
compelling argument that structured, strategic revisions can significantly improve writing skills,
supporting our stance on the importance of honing writing abilities through deliberate practice
and self-reflection.
Batchelor, K. (2018). “My story came to life!”: How multimodality can inspire revision in
writing. Gifted Child Today, 41(3), 136-148. https://doi.org/10.1177/1076217518768850
In “My Story Came to Life!”, Batchelor (2018) discusses a relatively uncommon method
for exploring the concept of revision in writing, particularly for gifted students. This article
introduces an innovative approach that integrates multimodality incorporating diverse
communication modes like art, music, and drama, into the revision process. The study, involving
27 gifted seventh-grade students, examines how multimodal artifacts and discussions can
enhance students' understanding and practice of revision. A notable concept discussed is
transmediation, the translation of content across different sign systems, encouraging students to
reimagine and refine their writing in unique ways. The article uses the multiliteracy framework,
emphasizing the importance of diverse forms of literacy, and argues that this approach empowers
gifted students by allowing them to utilize their strengths in various communication modes.
Batchelor's (2018) work is particularly important when it comes to this topic, as it
highlights the significance of revision in writing, a theme central to our discussion. The use of
multimodality as a tool for teaching and enhancing revision skills offers a fresh perspective,
aligning with our aim to challenge the notion of writing as a talent exclusive to a few. The
article's insights into how different modes of communication can enrich students' understanding
and engagement with revision provide valuable guidance for our exploration of effective writing
practices. By integrating Batchelor's findings, one can better argue for the necessity of revision in
developing writing skills and encourage a more inclusive and creative approach to writing
education.
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Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The Self-
Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load
in Self-Regulated Learning. Educational Psychology Review, 32(4), 1089+. https://link-gale-
com.pgcc.idm.oclc.org/apps/doc/A713723028/AONE?u=pgcc_main&sid=bookmark-
AONE&xid=33b627f1
Matthias Nückles and colleagues' article "The Self-Regulation-View in Writing-to-Learn"
presents an analysis of how journal writing can enhance self-regulated learning by optimizing
cognitive load. The paper brings together findings from 20 studies,l conducting a meta-analysis,
to examine journal writing's role as a learning tool. It explores the duality of 'romantic' and
'classic' views of writing-to-learn, promoting a self-regulation view that emphasizes content over
rhetorical space. The research details and discusses journal writing’s capacity for cognitive
offloading, metacognitive reflection, and the integration of core cognitive strategies. Even
further, it discusses the positive effects of worked examples and self-explanations in journal
writing and the importance of adapting instructional support to foster self-regulated learning.
This article’s exploration of journal writing as a tool for self-regulated learning is
particularly relevant to the topic as the self-regulation view presented by Nückles goes along
with the idea presented that emphasizes the active role of learners in the writing process. The
research provides evidence that supports the argument against the myth of inherent writing talent
and underscores the need for improved efforts in learning to write effectively. The article’s
insights into cognitive load theory, metacognitive strategies, and the interplay of motivation in
journal writing also offer a nuanced perspective on how writing can be a learned and developed
skill. This understanding reinforces the overall point that writing proficiency is not merely a
natural talent but a skill honed through guided practice and reflection.
Section Three
Continuing the exploration into the issue of writing and the pivotal role of revision, the
next phase of research will tap into more approachable sources like YouTube video essays. These
video essays are highly informative and also better at actually guiding you in how to see where
your writing can improve due to the human touch the Youtubers bring to the writing process,
making it more relatable and less intimidating than a wall of text. These videos often feature
writers sharing their personal stories, struggles, and breakthroughs in writing, providing practical
advice that's easy to grasp and apply. Their informal yet insightful nature can shed light on how
various individuals approach the daunting task of revision and improve their writing skills over
time.
Additionally, the research plan includes utilizing non-academic articles and blogs by
experienced writers and educators. These pieces tend to be more conversational, making
complex concepts about writing and revising more accessible to a broader audience. They have a
lot of knowledge to offer in the form of easy-to-follow guides, and personal anecdotes on how to
improve your writing skill. This kind of content can complement the more theoretical research by
providing a real-world perspective on how consistent effort and the right approach can transform
anyone into a skilled writer.