Article Instance

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{
    "pk": 36153,
    "title": "Sequenced Peer Revision: Creating Competence and Community",
    "subtitle": null,
    "abstract": "Mastering techniques of self- and peer revision is a valuable tool for all writers, especially US-educated Generation 1.5 students, whose near fluency enables them to dialogue successfully about their writing. Using action research, 2 academic writing instructors systematically trained students to more responsibly and effectively revise their academic essays. Fostering student buy-in to the editing process, sequencing rubrics over a series of essays, and establishing a productive role for the teacher during peer revision were all features of this process.",
    "language": "eng",
    "license": null,
    "keywords": [],
    "section": "Theme Section - US-Educated Multilingual Students and College Writing",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/8vk0g5pn",
    "frozenauthors": [
        {
            "first_name": "Ingrid",
            "middle_name": "K.",
            "last_name": "Bowman",
            "name_suffix": "",
            "institution": "University of California, Santa Barbara Santa Barbara City College",
            "department": ""
        },
        {
            "first_name": "John",
            "middle_name": "",
            "last_name": "Robertson",
            "name_suffix": "",
            "institution": "Santa Barbara City College",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2013-01-02T02:00:00+08:00",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/catesoljournal/article/36153/galley/27005/download/"
        }
    ]
}