Interventional Studies on Revision in Writing Classrooms

This chapter reviews studies on instructional approaches to revision in both L1 and L2 contexts. It begins with a review of strategy instruction in writing classrooms, with a focus on the self-regulation strategy-based instruction in both L1 and L2 contexts; it then reviews studies on the teaching of evaluation criteria, a crucial component embedded in the strategy instruction. Specifically, this chapter summarises studies that compares instructional effects of general evaluation criteria and genre-specific evaluation criteria in both L2 and L2 contexts, arguing for a need for further research that compares the effects of genre-specific criteria with those of more general analytic evaluation criteria in an L2 context.