VARYING PATHS FOR LEARNING TO REVISE

The paper draws on the Vygotskyan view of instruction, advocating the support of learners within their individual Zones of Proximal Developm ent. It describes an instructional design developed iteratively - grad ually building in ''scaffolding'' techniques to support the use of the procedural facilitation of text evaluation during revision - and the open-ended management of its provision to students, so that they could ''fade it out'' themselves. The study took place in a writing class f or students at basic writing levels. The present, post hoc analysis is concerned with individual differences among three members of the clas s identified as weak, intermediate and more advanced novices while lea rning to revise within that program.