Livingston S
Am Ann Deaf. 1989 Mar;134(1):21-6. doi: 10.1353/aad.2012.0653.
Deaf high school students at different schools shared second drafts of their own narratives via an electronic bulletin board after conferencing with their repective 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.
不同学校的失聪高中生在与各自老师进行讨论后，通过电子公告板分享了他们个人叙事文的第二稿。本文描述了老师们在讨论过程中提出的问题类型，以及学生们在第一稿和第二稿之间所做的修改类型。结果表明，老师们最常提出的问题是要求学生提供更多信息；然而，这些问题对修改的影响不如要求学生重新措辞特定语言的问题大。学生们通常会添加或替换一些单词或短语，这些添加或替换的内容显示出与听力正常的无经验写作者的修改模式既有相似之处，也有不同之处。在大多数情况下，经过训练的读者对失聪学生修改后的稿子评价高于他们的初次尝试，这表明修改在写作过程中起着核心作用。
