Revision instruction and quality of writing by eighth-grade students using paper and pencil or word processing

Research on the writing process indicates that revision is a critical element in improving the quality of the students' writing. This study examined the influence of instruction on the quality of writing and the number and type of revisions middle school students generate using paper and pencil or computer based word processing. The treatment conditions combined aspects of revision instruction and the mechanics of text manipulation on the computer.;A quasi-experimental, 4 x 2 mixed factorial design with four instructional conditions as a between subjects factor and pre and post tests as a within subjects factor was used for data collection and analysis. Dependent variables were quality ratings and classification and counts of the types of substance revisions for both paper and pencil and computer based writing samples.;Two treatment groups showed significant increases in writing quality from pretest to posttest when using computer based writing: (1) the treatment group who received substantive revision instruction and, (2) the treatment group who received instruction in the mechanical skills for manipulating text on the computer.;No significant differences in number of micro and macro revision changes were found related to treatment groups on either pencil and paper or computer based writing.;This research suggests that students instructed to utilize revision strategies or manipulate text on the computer produce a higher quality of writing and an increase in the number of micro and macro revision changes. Further research is needed to optimize revision instruction in order to support student writing.