| 1. |
- Khuder, Baraa, 1987, et al.
(författare)
-
Writing in Test and Non-test Situations: Process and Product
- 2015
-
Ingår i: Journal of Writing Research. - : ARLE (International Association for Research in L1 Education). - 2030-1006 .- 2294-3307. ; 6:3
-
Tidskriftsartikel (refereegranskat)abstract
- Test writers sometimes complain they cannot perform to their true abilities because of time constraints. We therefore examined differences in terms of process and product between texts produced under test and non-test conditions. Ten L2 postgraduates wrote two argumentative essays, one under test conditions, with only forty minutes being allowed and without recourse to resources, and one under non-test conditions, with unlimited time as well as access to the Internet. Keystroke logging, screen capture software, and stimulated recall protocols were used, participants explaining and commenting on their writing processes. Sixteen writing process ttypes were identified. Higher proportions of the processes of translation and surface revision were recorded in the test situation, while meaningful revision and evaluation were both higher in the non-test situation. There was a statistically significant difference between time allocation for different processes at different stages. Experienced teachers awarded the non-test texts a mean score of almost one point (0.8) higher. A correlational analysis examining the relationship between writing process and product quality showed that while the distribution of writing processes can have an impact on text quality in the test situation, it had no effect on the product in the non-testt situation.
|
|
| 2. |
- Negretti, Raffaella, 1971, et al.
(författare)
-
Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature
- 2019
-
Ingår i: Journal of Writing Research. - : ARLE (International Association for Research in L1 Education). - 2030-1006 .- 2294-3307. ; 11:1, s. 1-40
-
Tidskriftsartikel (refereegranskat)abstract
- Over the years, research on writing has increasingly emphasized the value of adopting a sociocultural perspective to understand how social context and social interaction relate to writing regulation. Using the theoretical lens of participatory appropriation, this study investigates the self-regulatory behavior of three successful Bachelor essay writers in literature, and how the interaction with their supervisors supported students’ development of writing regulation in disciplinary-relevant ways. Data was collected through in-depth qualitative interviews at three key moments in the term; Pintrich’s self-regulation framework was used as coding heuristic to trace participants’ self-regulation behavior over the term. Self-regulation data was cross-analyzed with data coded as participatory appropriation to identify the overlap between students’ self-regulation of writing and their social experiences, especially the dialogue with their supervisors. Our results show how the supervisors acted as agents of socialization, providing frames for adoption of disciplinary-relevant ways of thinking and doing, as well as indirectly sustaining the students’ motivation and re-conceptualization of the writing experience. Overall, this investigation responds to calls for inquiries of self-regulation against the backdrop of the social context in which it is embedded.
|
|
| 3. |
- Negretti, Raffaella, 1971, et al.
(författare)
-
Thinking outside the box: Senior scientists’ metacognitive strategy knowledge and self-regulation of writing for science communication
- 2023
-
Ingår i: Journal of Writing Research. - 2030-1006 .- 2294-3307. ; 15:2, s. 333-361
-
Tidskriftsartikel (refereegranskat)abstract
- Academics are increasingly engaged in writing genres with purposes and for readers outside of academia—a variety of science-based communication practices that fall under the term science communication. These practices often span different modes, genres, and even languages, requiring high degrees of rhetorical flexibility, strategic knowledge, and regulation of writing. In this study, we probe the self-regulation and specifically the metacognitive strategy knowledge (MSK) of seven senior scientists who regularly and actively engage with writing for science communication. We argue that understanding their MSK can illuminate how strategic knowledge is transferred across written genres, and importantly offer useful insights for the training of future scientists. Using data derived from in-depth, narrative interviews with a recall component, we identify a variety of strategies for task conceptualization/analysis, planning and goal setting, monitoring, and evaluating the writing of different genres. Task analysis appears particularly crucial in science communication writing, due to the great variety of purposes and readers that fall under this umbrella. Interestingly, our participants underscore storytelling strategies, and seem to transfer language and style monitoring strategies to and from science communication and publication. We map the strategies identified and discuss the implications of our study for further research and science communication pedagogy.
|
|
| 4. |
|
|
| 5. |
- Rietdijk, Saskia, et al.
(författare)
-
Improving writing in primary schools through a comprehensive writing program
- 2017
-
Ingår i: The Journal of Writing Research. - : Universiteit Antwerpen. - 2030-1006 .- 2294-3307. ; 9:2, s. 173-225
-
Tidskriftsartikel (refereegranskat)abstract
- This study examined the effects of an innovative comprehensive writing program in upper primary education on students' writing performance and on teachers' classroom practices, beliefs and skills. The program focused on the communicative nature of writing, on writing as a process, and on explicit teaching of five genre-specific writing strategies. It was implemented by 43 teachers in their regular classrooms (Grades 4 to 6, N = 1052), with three conditions: (1) a writing program condition, (2) the same program complemented by professional development sessions and coaching, and (3) a control condition in which teachers taught their usual writing lessons. Students' writing performance was measured three times with multiple writing tasks. Data on teachers' practices, beliefs and skills were collected through lesson observations, interviews, questionnaires, teacher logs, and a text assessment task. The comprehensive writing program had a beneficial effect on students' writing performance and the extent to which teachers taught writing strategies. The complementary professional development and coaching had a direct effect on the number of lessons implemented, and an indirect effect on students' performance. Overall, the innovation proved to be effective for improving students' writing performance in the upper grades of primary schools.
|
|
| 6. |
- Sandstrom, Karyn Humphries, 1963-
(författare)
-
Building genre knowledge through peer review : L2 doctoral students’ provision of feedback in the natural sciences
- 2021
-
Ingår i: The Journal of Writing Research. - Antwerpen : ARLE (International Association for Research in L1 Education). - 2030-1006 .- 2294-3307. ; 13:2, s. 257-283
-
Tidskriftsartikel (refereegranskat)abstract
- Doctoral students in the natural sciences who are writing research for the first time and also writing in an additional language (L2) need to acquire knowledge of the genre of the research article (RA). This knowledge can be elusive. One instructional activity that can mediate genre knowledge is students acting as reviewers to peers' RA texts. However, mediation of genre knowledge is contingent on reviewers' focusing on genre features of peers' texts. To explore the focus of L2 doctoral students' peer review, this study examined online feedback provided by 24 L2 doctoral reviewers on 73 texts written by their L2 peers. To determine the potential relevance of the feedback to the scientific research article, review comments were thematically coded, and the categories of comments were then compared with descriptions of text features of RAs in the natural sciences. Findings showed that review comments focused on precision, organization, cohesion, voice and stance, and research knowledge, categories that reflect key aspects of scientific RAs.
|
|
| 7. |
- Van den Bergh, Don, et al.
(författare)
-
How prior information from national assessments can be used when designing experimental studies without a control group
- 2023
-
Ingår i: The Journal of Writing Research. - : ARLE. - 2030-1006 .- 2294-3307. ; 14:vol. 14 issue 3, s. 447-469
-
Tidskriftsartikel (refereegranskat)abstract
- National assessments yield a description of the proficiency level in a domain while accounting for differences between tasks. For instance, in writing assessments the level of proficiency is typically evaluated with a variety of topics and multiple tasks. This enables generalizations from specific tasks to a domain. In (quasi-)experimental research, however, writing skills are often evaluated with a single task. Yet, conclusions about the effectiveness of the treatment are formulated on the level of the domain, which is, euphemistically put, quite a stretch. Although conclusions drawn about the effect of the treatment are specific to the task administered, they are often generalized to the domain without any form of reservation. This raises the question whether we can use the results of national assessments about differences between tasks in the analyses of experimental studies. In this paper, we demonstrate how the information of a baseline data set can be used as a kind of control condition in the analysis of an experimental study.
|
|
| 8. |
- Vandermeulen, Nina, et al.
(författare)
-
Reporting writing process feedback in the classroom : using keystroke logging data to reflect on writing processes
- 2020
-
Ingår i: The Journal of Writing Research. - : Universiteit Antwerpen. - 2030-1006 .- 2294-3307. ; 12:1, s. 109-140
-
Tidskriftsartikel (refereegranskat)abstract
- Keystroke loggers facilitate researchers to collect fine-grained process data and offer support in analyzing these data. Keystroke logging has become popular in writing research, and study by study we are now paving the path to a better understanding of writing process data. However, few researchers have concentrated on how to bring keystroke logging to the classroom. Not because they are not convinced that writing development could benefit from a more process-oriented pedagogy, but because 'translating' complex and large data sets to an educational context is challenging. Therefore, we have developed a new function in Inputlog, specifically aiming to facilitate writing tutors in providing process feedback to their students. Based on an XML- logfile, the so-called 'report' function automatically generates a pdf-file addressing different perspectives of the writing process: pausing, revision, source use, and fluency. These perspectives are reported either quantitatively or visually. Brief introductory texts explain the information presented. Inputlog provides a default feedback report, but users can also customize the report. This paper describes the process report and demonstrates the use of it in an intervention. We also present some additional pedagogical scenarios to actively use this type of feedback in writing classes.
|
|
