title: I’ll do it may way: Three writers and their revision practices

authors: Dix, Stephanie Margaret

subjects: education

abstract: The diversity of students in today's classrooms has highlighted the need for teachers to recognize differences in the way students learn to write, as well as in the cultural and social experiences they bring to the learning situation. This article profiles three students and demonstrates how they constructed and revised their writing in different ways. The revision practices the author identified were deleting, substituting, adding text, and rewording or reorganizing text at the microlevel, as well as revising at the macrolevel (in which changes affected the meaning of the students' writing).
Findings were surprising: Not only did the young writers compose and revise their texts in quite different ways (just as adult writers do), but they were aware of the metacognitive decisions they made and confidently explained and justified these decisions. Difference in revision practices was especially evident in the way the writers worked through the planning, drafting, and presenting phases of the writing process. Differences were also seen in the way the writers reworked transactional and poetic text. This reflected teacher pedagogy and also the writers' flexibility and desire to establish particular language meanings.

text: I’ll do it may way: Three writers and their revision practices The diversity of students in today's classrooms has highlighted the need for teachers to recognize differences in the way students learn to write, as well as in the cultural and social experiences they bring to the learning situation. This article profiles three students and demonstrates how they constructed and revised their writing in different ways. The revision practices the author identified were deleting, substituting, adding text, and rewording or reorganizing text at the microlevel, as well as revising at the macrolevel (in which changes affected the meaning of the students' writing).
Findings were surprising: Not only did the young writers compose and revise their texts in quite different ways (just as adult writers do), but they were aware of the metacognitive decisions they made and confidently explained and justified these decisions. Difference in revision practices was especially evident in the way the writers worked through the planning, drafting, and presenting phases of the writing process. Differences were also seen in the way the writers reworked transactional and poetic text. This reflected teacher pedagogy and also the writers' flexibility and desire to establish particular language meanings.

year: 2006

title: Innovation, entrepreneurship, geography and growth

authors: McCann, Philip

subjects: Innovation

abstract: This paper sets the contributions to this special issue in the context of a large and rapidly growing literature. It argues that although our understanding of the relationships between entrepreneurship, innovation, geography and economic growth is much clearer than in the past, there remains much that needs to be explored.

text: Innovation, entrepreneurship, geography and growth This paper sets the contributions to this special issue in the context of a large and rapidly growing literature. It argues that although our understanding of the relationships between entrepreneurship, innovation, geography and economic growth is much clearer than in the past, there remains much that needs to be explored.

year: 2012

title: Ta moko: Maori tattoo

authors: Te Awekotuku, Ngahuia

subjects: Maori

abstract: The author examines the history, technique and meaning of ta moko (Maori tattoo) from prehistory to modern times.

text: Ta moko: Maori tattoo The author examines the history, technique and meaning of ta moko (Maori tattoo) from prehistory to modern times.

year: 1997