L. Chanquoy – författare

This work provides both young and senior scientists with a comparative view of current theoretical models of text production. Models are clearly situated in their historical context, scrutinized in their further evolution with a fine-grained observation of differences between models. Following the description of writing phases initially proposed by Hayes and Flower (1980), the first part of the book presents planning, translating and revising processes and compares them to other researchers' conceptions. The second part is devoted to the cognitive functioning of writing. Decisive issues are examined, such as the management of different processes, the role of working memory in text writing and the characteristics of the development of writing expertise. To conclude this presentation, two researchers in this field, John R. Hayes and Ronald T. Kellogg, have been invited to react to analyses developed in the book and to complete the presentation of their own model. This book should be useful to people working in teaching of writing or studying this specific human activity.

This work provides both young and senior scientists with a comparative view of current theoretical models of text production. Models are clearly situated in their historical context, scrutinized in their further evolution with a fine-grained observation of differences between models. Following the description of writing phases initially proposed by Hayes and Flower (1980), the first part of the book presents planning, translating and revising processes and compares them to other researchers' conceptions. The second part is devoted to the cognitive functioning of writing. Decisive issues are examined, such as the management of different processes, the role of working memory in text writing and the characteristics of the development of writing expertise. To conclude this presentation, two researchers in this field, John R. Hayes and Ronald T. Kellogg, have been invited to react to analyses developed in the book and to complete the presentation of their own model. This book should be useful to people working in teaching of writing or studying this specific human activity.

Revision is a fundamental part of writing and the acquisition of revision skills is a complex and lengthy process. This book draws together current research on revision from two areas. The first is the large body of empirical work on the cognitive processes involved in the revision of written language production. This research looks at how operations of revision intervene during various phases of writing, at the resources or constraints (e.g., working memory load, content knowledge, strategy use) that affect revision and at developmental aspects of revision capabilities. The second area of research concerns the study of students learning to revise texts in instructional settings. This research examines the effects of instructional design conditions (structure and sequencing of tasks, strategy instruction, word processing) and the impact of peer interactions on student acquisition of revision skills. The contributions by European and North American specialists provide new insights into revision processes and raise new questions about the interplay between cognitive and instructional factors.The authors present critical reviews of research findings, as well as recent empirical work conducted in experimental and classroom settings. Revision is an essential resource for researchers in cognitive, developmental and educational psychology who are interested in language acquisition, and for professionals of language instruction, including pre-service and in-service teacher training.