Publications and Research
Document Type
Article
Publication Date
3-1989
Abstract
Deaf high school students at different schools shared second drafts of their own narratives via an electronic bulletin board after conferencing with their respective teachers. This article characterizes the kinds of questions teachers asked during the conferences and the kinds of revisions the students made between first and second drafts. Results indicate that teachers most often ask questions that require student to provide more information; yet these questions do not affect revision as much as questions which require students to rephrase specific language. Students typically either added or substituted words or phrases that showed both similarities to and differences from the revision patterns of inexperienced writers with normal hearing. In the majority of cases, trained readers rated the deaf students' revised drafts better than their first attempts, signifying the central role revision plays in the composition process.
Included in
Disability and Equity in Education Commons, Rhetoric and Composition Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons
Comments
This article was originally published in American Annals of the Deaf, vol. 134, no.1, Mar. 1989, pp. 21-26. doi: 10.1353/aad.2012.0653