The Role of instruction in the elaboration, revision, and correction of writing with college students El Papel de la instrucción en la elaboración, revisión y corrección de la escritura en estudiantes de psicología

Abstract

Research on writing have addressed some strategies that are effective in promoting writing, however, most of them have focused on second language learning and not so much on science learning. Considering the relevance of writing in the training of professionals, a study intended to evaluate the effect of two types of instruction in the elaboration, revision, and correction of summaries with university students was carried out. A pre-test-post-test design with a control group was used for this purpose. Fifteen freshmen Psychology students participated in the study. They read an empirical article corresponding to that field, elaborated a summary, and revised and corrected it according to three possible instruction conditions: prescription instruction, exemplification instruction, and a condition without a specific instruction. In the elaboration of the summary, results indicate effects in terms of the identification of the sections that make up an empirical article, the length of the reference prepared, the inclusion of technical concepts, and the writing of the sections on the summary. Regarding revision and correction practices, no consistent effects were observed as a function of the conditions of instruction. The findings are discussed in relation to the factors that make up those situations in which writing, revision and correction could occur in a relevant and consistent manner throughout the training of professionals in the field of Psychology.