Flower, Linda, et al. “Detection, Diagnosis, and the Strategies of Revision.” On Writing Research: The Braddock Essays, 1975-1998. Ed. Lisa Ede. New York: Bedford St. Martin’s, 1999. 191-228.

Big Idea
Over two years, five contributing researchers sought to refine the key intellectual actions in revision. The study dealt with both student-written texts and expert-written texts; it’s an example of collaborative analysis and the challenges of collaborative writing. The project seeks refinement in the terms we use to describe the revision process, setting out with special
investment in “detection” and “diagnosis.” It also works from a confluence of theories toward revision. Specifically, the endnote acknowledges
theory’s promise of tentative knowing (Dewey’s "experimental
ways"). Their work affirms the complex, various interplays of revision toward the fulfillment of a textual
need. And, although the textual need is often defined by the teacher, the essay-project promises the value in enabling “novice” student-writers to detect, diagnose and strategically affect textual
needs emerging from their own knowledge and intention. 

Continue reading →