1,721,313 research outputs found
Conditions for writing to learn
No full textThis paper is a response to an invitation from the editors of the special issue to comment on the ingredients of effective writing to learn interventions as reflected in thecontributions to the special issue. The six papers in the issue vary widely in approach and underlying theoretical frameworks but share the broad common theme of writing to learn. Within this, they vary along three main dimensions: (i) how learning is defined and assessed, and in particular whether they assess effects of the writing intervention on content knowledge; ((ii) related to this, whether they are primarily focussed on discipline specific skills or on more general effects of writing; and (iii)whether they are designed to carry out a controlled evaluation of the writing intervention or rather are concerned with describing the design and purpose of a specific intervention. In what follows, I will first consider the general characteristics of the papers in relation to these three dimensions. I will then reflect on the findings of the individual papers, and then conclude by relating the papers to my personal understanding of writing to learn in terms of a dual-process model of writin
Cognitive models of writing
No full textThis paper reviews models of the cognitive processes involved in writing. It sketches their development from an early emphasis on the thinking behind the text and the impact of cognitive overload on this, through more dynamic models emphasizing the interaction between thinking and text production processes, to more recent models emphasizing the constitutive role of text production in the development of the writer?s thought. In the course of the review it considers the implications of these models for research on writing in L2. These include a consideration of (i) varying goals and genres in L1 and L2, (ii) the impact of linguistic fluency in L2 on higher level thinking processes, (iii) strategies for managing the writing process in L2, (iv) the maintenance of conceptual representations during text production in L2, and (v) the impact of L2 writing on the development of the writer?s understanding during text production
Conditions for discovery through writing
No full textThis paper compares two contrasting conceptions of discovery through writing. The first - the classical position - claims that discovery is a consequence of planned rhetorical organisation. The second - the romantic position - claims that discovery is a consequence of the spontaneous spelling-out of ideas in continuous prose. An experiment is described in which two variables distinguishing between the positions are manipulated, and the effect on discovery is measured. The results support the romantic position. The implication of these findings, and the methods used, for computer-based writing are discussed
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Full text linkAlthough writing is commonly characterized as a process of discovery there are constrasting conceptions involved in the writing process. The classical models of cognitive processes of writing treat the discovery as a side effect of the processes required for effective communication and associate the adaptation of thought to rhetorical goals. In this paper, I argue that such models overly emphasize the role of thinking process explicit in writing, to detriment of implicit processes in text production. After a review of investigative research on the emergence of new ideas in the writers at the moment they are writing, I argue that there are significant contradictions in what constitutes the classic features of discovery. Alternatively I outline dual writing process, in which I claim to provide a better explanation of empirical data. The model identifies two conflicting processes in writing: an explicit planning process, incorporating many of the features supported by the classic style of writing, and an implicit process of producing text, which operates according to the principles of connectionist processing. The basic characteristics of such processes and complementary role in the writing were discussed
Data for Thesis: Hall, S. (2023) "Estimating the Effects of Writing Beliefs, Writing Processes and Drafting Strategies on the Development of Subjective Understanding ", University of Southampton, Southampton Education School, PhD Thesis.
No full textDataset for the thesis "Estimating the Effects of Writing Beliefs, Writing Processes and Drafting Strategies on the Development of Subjective Understanding ", University of Southampton, Southampton Education School, PhD Thesis.
This dataset contains all data and metadata for the following studies:
Chapter 3 Study 1 - Using Exploratory Structural Equation Modelling to Examine the Writing Beliefs of UK University Students with and without Dyslexia
Chapter 4 Study 2 - A Transparent Methodology for the Analysis of Keystroke Data in Relation to Underlying Writing Processes.
Chapter 5 Study 3 - Exploring the Impact of Writing Beliefs, Writing Processes and Drafting Strategy on Subjective Understanding Development
Further supplementary materials, including analysis scripts and instructions for usage, can be found at https://osf.io/q59cj/?view_only=b57d500880a247fcaba84258d91db603
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Writing as discovery
No full textBackground: although writing is commonly characterized as a process of discovery, there are contrasting conceptions of what this implies about the writing process. Classical models of the cognitive processes in writing treat discovery as a side-effect of the processes required for effective communication, and associate it with the adaptation of thought to rhetorical goals.Aims: in this paper, I argue that these models overemphasize the role of explicit thinking processes in writing at the expense of more implicit text production processes.Arguments: following a review of research investigating the conditions under which writers discover new ideas through writing, which I argue contradicts important features of the classical account of discovery, I outline an alternative dual-process model of writing which I claim provides a better account of the empirical data.Conclusions: the model identifies two conflicting processes in writing: an explicit planning process, incorporating many of the features assumed by classical models of writing, and an implicit text production process, which operates according to connectionist processing principles. The basic features of these processes are described, and the complementary role they play in writing is discusse
Does revision process differ across language of writing (L1 vs. FL), FL language proficiency and gender? An empirical study using keystroke logging data
No full textDrawing upon cognitive writing process theory and research, this study investigates the influence of language of writing, foreign language (FL) proficiency and gender on the revision processes of 77 undergraduate students studying at an English-medium college in Oman. Their first language (L1) was Arabic and their FL was English. The participants produced two argumentative authentic texts, one in L1 and one in FL. Their proficiency in English was assessed using the Oxford Placement Test (OPT). Participants’ revisions were recorded and analysed, according to the measures amount, location and type, via keystroke logging. The results showed that the vast majority of revisions in both languages were immediate, i.e. at the point of inscription, and focused on language rather than content. In addition, there was consistent evidence that participants made more revisions in the FL than they did in L1. For ‘total amount of revision’ and ‘immediate revisions’, there was a consistent interaction between gender and FL proficiency. The pattern of the interaction indicated two conflicting tendencies: (a) female participants appeared in general to be more motivated to make revisions in both languages than males, and (b) the less proficient they were in FL the more revisions they made. By contrast, the number of revisions made by the male participants did not depend on their FL proficiency. For ‘distant’, i.e. already written text, and ‘end’, i.e. after producing the first draft, revisions the amount of revision depended solely on the language of writing and gender. Furthermore, the results revealed that when writing in the FL, students with greater FL proficiency attended to content revision more than language revision. Findings are discussed in light of process-oriented writing research and implications for writing research and teaching are suggested
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