ENVIRONMENTAL, COGNITIVE, AND METACOGNITIVE INFLUENCES ON TEXT REVISION - ASSESSING THE EVIDENCE

To assess progress in understanding text revision, we review research reported since 1980, when process analyses of writing were beginning ( Fitzgerald, 1987). A modernized version of the revision model by Flowe r Hayes, Carey, Schriver and Stratman (1986) was used to organize find ings about how revision is influenced by environmentally posed rhetori cal problems and actual text variables; by cognitive knowledge, strate gies, and representations of the text being revised; by metacognitive understanding, monitoring and control of knowledge and strategies; by interactions among these environmental, cognitive, and metacognitive i nfluences; and by how working memory limits those interactive influenc es. These influences have been studied with a rich diversify of resear ch approaches, and even though no part of the modernized model has bee n studied fully and even though interactions of the model's parts have been examined minimally clearly interpretable results have been repor ted about all of the model's parts. Substantial and encouraging progre ss has been made toward understanding text revision, and the stage has been set for more progress. We suggest investigations to increase und erstanding of revision and to promote integration of research and theo ry about reading and writing.