Author Type

Graduate Student

Date of Award

2015

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Hinshaw, Wendy

Abstract

This thesis is designed to invite scholars, writers, and teachers of rhetoric and composition pedagogy to re-evaluate the revision process as a means of inspiring and supporting first-year writers to become acquainted with their “writer’s voice.” This study explores students’ resistance towards revision and argues that recognizing and developing revision habits will help students revise independently. Self-directed revision not only strengthens a writer’s ability to engage in the writing process more astutely, but it is also a fundamental component to the self-identification process from which the writer draws inspiration. This thesis is structured into four main sections: (1) Introduction, referring to aim and methodology; (2) Chapter 1, addressing the importance of “self-directed” revision; (3) Chapter 2, a case study presenting first-year student responses to writing and revision; (4) Conclusion, discussing the relevance of implementing a strategic and shared value approach to first-year composition revision assignments.

Extent

174 p.

Comments

Includes bibliography.|Thesis (M.A.)--Florida Atlantic University, 2015.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.

Identifier

FA00004407

Format

pdf

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