Tremblay Kathryn A, Binder Katherine S, Chuy Anneli
Department of Psychology and Education, Mount Holyoke College, 50 College Street, South Hadley, MA., 01075, USA.
J Res Pract Adult Lit Second Basic Educ. 2022 Spring;11(1):25-41.
This study sought to examine the pre-task planning and post-task revising practices of adults with low literacy and how those practices affect overall writing quality. Seventy-six adults with low literacy composed essays in response to a prompt and were given time for pre-task planning and post-task revising. Results showed that participants with higher planning skills were able to utilize planning and revising processes to increase the detail included in their compositions while potentially streamlining the language contained therein. Writers with lower planning skills, in contrast, focused on lower-level aspects of writing (e.g., word choice) and were unable to make use of the more demanding processes of planning and revising to improve their compositions. These findings suggest a hierarchical development of writing skills and the possibility of sacrifices in certain areas of the writing process as writers focus on other areas. Practical implications for practitioners are discussed.
本研究旨在考察低识字水平成年人的任务前规划和任务后修改做法，以及这些做法如何影响整体写作质量。76名低识字水平的成年人根据一项提示撰写文章，并被给予任务前规划和任务后修改的时间。结果表明，具有较高规划技能的参与者能够利用规划和修改过程来增加作文中包含的细节，同时可能简化其中的语言。相比之下，规划技能较低的作者则专注于写作的较低层次方面（如词汇选择），并且无法利用要求更高的规划和修改过程来改进他们的作文。这些发现表明写作技能存在分层发展，并且随着作者关注其他领域，写作过程的某些方面可能会有所牺牲。文中还讨论了对从业者的实际影响。
