Justin Olmanson|Katrina Kennett|Alecia Marie Magnifico|Sarah J. McCarthey|Duane Searsmith|Bill Cope|Mary Kalantzis
Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development
University of Nebraska–Lincoln|University of Illinois Urbana-Champaign|University of New Hampshire|University of Illinois Urbana-Champaign|University of Illinois Urbana-Champaign|University of Illinois Urbana-Champaign|University of Illinois Urbana-Champaign
writers complete first draft often encouraged evaluate writing prioritize revise yet process daunting difficult study looks students used semantic concept mapping tool represent content organization initial draft informational text examine processes students two different schools remediated texts processes impacted development rhetorical conceptual communicative capacities analysis suggests students creating visualizations completed first drafts scaffolded selfevaluation mapping tool aided visualization converting compositions discrete persistent visual data elements represented concepts connections often led students metaawareness missing misaligned draft findings implications students approach educators perceive designers support drafting revision process