Learning to Write with Interactive Writing Instruction

ERIC Educational Resources Information Center

Williams, Cheri

2018-01-01

Interactive writing is a process-oriented instructional approach designed to make the composing and encoding processes of writing overt and explicit for young students who are learning to write. It is particularly suitable for students who struggle with literacy learning. This article describes one first-grade teacher's use of interactive writing…

Writing Inspired

ERIC Educational Resources Information Center

Tischhauser, Karen

2015-01-01

Students need inspiration to write. Assigning is not teaching. In order to inspire students to write fiction worth reading, teachers must take them through the process of writing. Physical objects inspire good writing with depth. In this article, the reader will be taken through the process of inspiring young writers through the use of boxes.…

Engaging Young Adolescents in School-Based Writing

ERIC Educational Resources Information Center

Yost, Deborah S.; Liang, Ling L.; Vogel, Robert

2014-01-01

How might middle school teachers and schools more appropriately engage early adolescent students in the writing process so that they are motivated and engaged to "want" to write and write well? This article introduces "Writers Matter," an approach designed to engage and motivate young adolescents in the writing process,…

The Process Genre Writing Approach; An Alternative Option for the Modern Classroom

ERIC Educational Resources Information Center

Tudor, Emma

2017-01-01

"Writing involves knowledge about the language, the context in which writing happens and skills in using language. Writing development happens by drawing out the learners' potential and providing input to which learners respond" (Badger & White, 2000.) Taking this in to account, the Process Genre Approach in writing classes can be…

Articulate--Academic Writing, Refereeing Editing and Publishing Our Work in Learning, Teaching and Educational Development

ERIC Educational Resources Information Center

Wisker, Gina

2013-01-01

Most work on writing and publication processes focuses on writing support for undergraduates or postgraduates writing in the disciplines, while work on academic identities frequently considers development as a university teacher. This essay consider the reviewing process for academics who write, whether doctoral students, researchers, teachers or…

Word Processors and Invention in Technical Writing.

ERIC Educational Resources Information Center

Barker, Thomas T.

1989-01-01

Explores how word processing affects thinking and writing. Examines two myths surrounding word processors and invention in technical writing. Describes how word processing can enhance invention through collaborative writing, templates, and on-screen outlining. (MM)

Teaching the Writing Process

ERIC Educational Resources Information Center

Keen, John

2017-01-01

This article outlines some cognitive process models of writing composition. Possible reasons why students' writing capabilities do not match their abilities in some other school subjects are explored. Research findings on the efficacy of process approaches to teaching writing are presented and potential shortcomings are discussed. Product-based…

Write Another Poem about Marigold: Meaningful Writing as a Process of Change.

ERIC Educational Resources Information Center

Teichmann, Sandra Gail

1995-01-01

Considers a process approach toward the goal of meaningful writing which may aid in positive personal change. Outlines recent criticism of contemporary poetry; argues against tradition and practice of craft in writing poetry. Proposes a means of writing centered on a method of inquiry involving elements of self-involvement, curiosity, and risk to…

Writing in the Park: Inquiry into Urban Youths' Place-Based Digital Writing Processes

ERIC Educational Resources Information Center

Silva, Bethany

2017-01-01

Theories of writing process have informed the teaching of writing for the past forty years, providing writing mentors with a language of prewriting, drafting, revising, editing, and publishing that broadens ways to invite young writers to approach composition. In the past forty years, new technologies for composition have impacted the products,…

Technical Writing, Revision, and Language Communities.

ERIC Educational Resources Information Center

Petersen, Bruce T.

To examine the writing process of personnel who write as part of their jobs and the relation of that process to the context in which they worked, a study was undertaken in a major corporation. Its aim was to research a model for teaching technical writing students that would bridge the gap between the classroom and the probable writing situations…

Writing for publication Part II--The writing process.

PubMed

Clarke, L K

1999-01-01

You have selected a topic, gathered resources, and identified your target audience. The next step is to begin to write and organize your ideas. Initiating the actual writing process can be intimidating, especially for a novice author. This portion of the writing for publication series focuses on helping the writer to organize ideas and get started.

Does Writing as Process = Writing as Social Practice?

ERIC Educational Resources Information Center

Cazden, Courtney B.

The workplace research of Sylvia Scribner provides a model with which to study relationships between socially and institutionally organized practices and individual cognitive processes as well as to explore relationships between practices and processes in writing and the teaching of writing. Observations and conversations in one inner-city,…

Word Processors and the Teaching of Writing.

ERIC Educational Resources Information Center

Crozier, D. S. R.

1986-01-01

Word processors can assist teachers and students by focusing on writing as a process, rather than a product. Word processing breaks writing up into manageable chunks that permit writing skills to develop in an integraged manner. (10 references) (CJH)

The dynamics of narrative writing in primary grade children: writing process factors predict story quality.

PubMed

von Koss Torkildsen, Janne; Morken, Frøydis; Helland, Wenche A; Helland, Turid

In this study of third grade school children, we investigated the association between writing process measures recorded with key stroke logging and the final written product. Moreover, we examined the cognitive predictors of writing process and product measures. Analyses of key strokes showed that while most children spontaneously made local online revisions while writing, few revised previously written text. Children with good reading and spelling abilities made more online revisions than their peers. Two process factors, transcription fluency and online revision activity, contributed to explaining variance in narrative macrostructural quality and story length. As for cognitive predictors, spelling was the only factor that gave a unique contribution to explaining variance in writing process factors. Better spelling was associated with more revisions and faster transcription. The results show that developing writers' ability to make online revisions in creative writing tasks is related to both the quality of the final written product and to individual literacy skills. More generally, the findings indicate that investigations of the dynamics of the writing process may provide insights into the factors that contribute to creative writing during early stages of literacy.

The Use of Journals To Improve Writing Skills in Commercial Spanish: State of a Research Project.

ERIC Educational Resources Information Center

Alvarez-Ruf, Hersilia

Recent writing theory, research, and pedagogy have aided in the development of several models for improving second language writing skills. Attention is focused more on writing as a process, the importance of practice in writing improvement, and the need to learn cognitive structures contributing to writing. Daily journal writing is one method of…

Developing Cultural Literacy through the Writing Process: Empowering All Learners.

ERIC Educational Resources Information Center

Palmer, Barbara C.; And Others

Combining the expansion of cultural literacy with the development of process-based writing, this book addresses each stage of the writing process, with emphasis on the recursive and overlapping nature of these stages. Numerous related model activities at the end of each chapter show how to develop the writing process, while expanding the writer's…

Writing for Whom? Cognition, Motivation, and a Writer's Audience

ERIC Educational Resources Information Center

Magnifico, Alecia Marie

2010-01-01

When writers write, how do they decide to whom they are speaking? How does this decision affect writers' cognition about writing? Their motivation to write? In this article, I review literature on cognitive and social processes of writing, conceptualizations of audience, writing across distinct learning environments, and writers' motivations. I…

An ESL Audio-Script Writing Workshop

ERIC Educational Resources Information Center

Miller, Carla

2012-01-01

The roles of dialogue, collaborative writing, and authentic communication have been explored as effective strategies in second language writing classrooms. In this article, the stages of an innovative, multi-skill writing method, which embeds students' personal voices into the writing process, are explored. A 10-step ESL Audio Script Writing Model…

Students with Learning Disabilities in an Inclusive Writing Classroom

ERIC Educational Resources Information Center

Jacobs, Patricia; Fu, Danling

2014-01-01

This article presents a case study on two fourth grade students with learning disabilities in two different writing situations: writing for test preparation and writing for digital stories. The students' writing behaviors, processes, and products in these two settings are contrasted. The differences in the students' writing experiences suggest…

How We Write: Understanding Scholarly Writing through Metaphor

ERIC Educational Resources Information Center

Boyd, Michelle

2012-01-01

This article introduces the "writing metaphor" and examines why political scientists should consider developing one to describe their own writing process. Drawing on the author's experience with writing accountability groups, it defines the components of the writing metaphor, provides an example, and discusses its advantages and disadvantages. The…

Young Children Write: The Beginnings. Program in Language and Literacy Occasional Paper No. 5.

ERIC Educational Resources Information Center

Milz, Vera E.

Focusing on writing as a language process, this booklet describes a framework for writing instruction that has as a major consideration the totality of language. The first section discusses writing as a language process, emphasizing that as children learn to write, they can also learn to listen, speak, and read. The second section focuses on the…

Understanding the cognitive processes involved in writing to learn.

PubMed

Arnold, Kathleen M; Umanath, Sharda; Thio, Kara; Reilly, Walter B; McDaniel, Mark A; Marsh, Elizabeth J

2017-06-01

Writing is often used as a tool for learning. However, empirical support for the benefits of writing-to-learn is mixed, likely because the literature conflates diverse activities (e.g., summaries, term papers) under the single umbrella of writing-to-learn. Following recent trends in the writing-to-learn literature, the authors focus on the underlying cognitive processes. They draw on the largely independent writing-to-learn and cognitive psychology learning literatures to identify important cognitive processes. The current experiment examines learning from 3 writing tasks (and 1 nonwriting control), with an emphasis on whether or not the tasks engaged retrieval. Tasks that engaged retrieval (essay writing and free recall) led to better final test performance than those that did not (note taking and highlighting). Individual differences in structure building (the ability to construct mental representations of narratives; Gernsbacher, Varner, & Faust, 1990) modified this effect; skilled structure builders benefited more from essay writing and free recall than did less skilled structure builders. Further, more essay-like responses led to better performance, implicating the importance of additional cognitive processes such as reorganization and elaboration. The results highlight how both task instructions and individual differences affect the cognitive processes involved when writing-to-learn, with consequences for the effectiveness of the learning strategy. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Predictors of expressive writing content and posttraumatic stress following a mass shooting.

PubMed

Reddy, Madhavi K; Seligowski, Antonia V; Rabenhorst, Mandy M; Orcutt, Holly K

2015-05-01

This study examined relations among experiential avoidance, state dissociation during writing, cognitive-emotional processing, and posttraumatic stress in the context of an expressive writing task among 58 undergraduate females who were students at a large midwestern university that had recently experienced a mass shooting. Experiential avoidance significantly predicted reported suppression during the writing task. Additionally, posttraumatic stress symptoms (PTSS) at the time of the writing task were significantly associated with state dissociation, suppression, and the use of positive emotion words during the writing. Finally, at the zero-order level, prospective PTSS were associated with state dissociation and suppression during the earlier writing task. However, in a full regression model, only experiential avoidance and PTSS at the time of the writing task significantly predicted prospective PTSS. Supplemental analyses suggest processes may operate differently across levels of exposure. Findings from the present study provide further support for the role of experiential avoidance, state dissociation during writing, and cognitive-emotional processing in predicting PTSS. Additionally, experiential avoidance may play an important role in how individuals use cognitive-emotional processing to narrate a traumatic event. (c) 2015 APA, all rights reserved).

Building a scholar in writing (BSW): A model for developing students' critical writing skills.

PubMed

Bailey, Annette; Zanchetta, Margareth; Velasco, Divine; Pon, Gordon; Hassan, Aafreen

2015-11-01

Several authors have highlighted the importance of writing in developing reflective thinking skills, transforming knowledge, communicating expressions, and filling knowledge gaps. However, difficulties with higher order processing and critical analysis affect students' ability to write critical and thoughtful essays. The Building a Scholar in Writing (BSW) model is a 6-step process of increasing intricacies in critical writing development. Development of critical writing is proposed to occur in a processed manner that transitions from presenting simple ideas (just bones) in writing, to connecting ideas (connecting bones), to formulating a thesis and connecting key components (constructing a skeleton), to supporting ideas with evidence (adding muscle), to building creativity and originality (adding essential organs), and finally, developing strong, integrated, critical arguments (adding brain). This process symbolically represents the building of a scholar. The idea of building a scholar equates to progressively giving life and meaning to a piece of writing with unique scholarly characteristics. This progression involves a transformation in awareness, thinking, and understanding, as well as advancement in students' level of critical appraisal skills. Copyright © 2015 Elsevier Ltd. All rights reserved.

Learning to Write, Writing to Learn: Theory and Research in Practice

ERIC Educational Resources Information Center

Indrisano, Roselmina, Ed.; Paratore, Jeanne R., Ed.

2005-01-01

Improving the way to teach writing requires deepening one's understanding of the process of writing. Each chapter in this collection brings together the perspectives of a university researcher and a classroom teacher to show explicitly the connection between writing theory, and practice. The book covers writing development in grades K?12 and…

Writing by Academics: A Transactional and Systems Approach to Academic Writing Behaviours

ERIC Educational Resources Information Center

Kempenaar, Larissa Elisabeth; Murray, Rowena

2016-01-01

The literature on academic writing in higher education contains a wealth of research and theory on students' writing, but much less on academics' writing. In performative higher education cultures, discussions of academics' writing mainly concern outputs, rather than the process of producing them. This key component of academic work remains…

An Empirical Study on the Application of Process Approach in Non-English Majors' Writing

ERIC Educational Resources Information Center

Zhou, Dongmei

2015-01-01

Process approach has been introduced to China for more than two decades. This approach which views writing as a recursive mental cognitive process is one of the most popular methods for teaching writing. It attaches more importance to a series of activities in the process of writing and the interaction among the student writers. Meanwhile, it…

Really Writing! Ready-To-Use Writing Process Activities for the Elementary Grades. 2nd Edition

ERIC Educational Resources Information Center

Sunflower, Cherlyn

2005-01-01

The second edition of "Really Writing!" provides 40 real-life writing activities designed to capture the attention of young authors (grades 2 through 6) who are just learning the composing process. This book is also a resource for teaching advanced writers who are ready to experiment with a variety of writing and speaking genres. Each of the…

Convergence and Divergence of Process and Portfolio Approaches to L2 Writing Instruction: Issues and Implications

ERIC Educational Resources Information Center

Lam, Ricky

2015-01-01

In the L2 writing literature, there has been a rich history of scholarship in theory, research and practice since the 1960s. Two of the most prominent L2 writing approaches are process and portfolio pedagogy. The former approach promotes the use of diverse writing strategies (e.g. pre-writing) to enhance student writers' expression and fluency.…

The Dynamics of Narrative Writing in Primary Grade Children: Writing Process Factors Predict Story Quality

ERIC Educational Resources Information Center

von Koss Torkildsen, Janne; Morken, Frøydis; Helland, Wenche A.; Helland, Turid

2016-01-01

In this study of third grade school children, we investigated the association between writing process measures recorded with key stroke logging and the final written product. Moreover, we examined the cognitive predictors of writing process and product measures. Analyses of key strokes showed that while most children spontaneously made local…

The Effectiveness of Adopting E-Readers to Facilitate EFL Students' Process-Based Academic Writing

ERIC Educational Resources Information Center

Hung, Hui-Chun; Young, Shelley Shwu-Ching

2015-01-01

English as Foreign Language (EFL) students face additional difficulties for academic writing largely due to their level of language competency. An appropriate structural process of writing can help students develop their academic writing skills. This study explored the use of the e-readers to facilitate EFL students' process-based academic…

Free Computer-Based Assistive Technology to Support Students with High-Incidence Disabilities in the Writing Process

ERIC Educational Resources Information Center

Bouck, Emily C.; Meyer, Nancy K.; Satsangi, Rajiv; Savage, Melissa N.; Hunley, Megan

2015-01-01

Written expression is a neglected but critical component of education; yet, the writing process--from prewriting, to writing, and postwriting--is often an area of struggle for students with disabilities. One strategy to assist students with disabilities struggling with the writing process is the use of computer-based technology. This article…

The writing process: A powerful approach for the language-disabled student.

PubMed

Moulton, J R; Bader, M S

1985-01-01

Our understanding of the writing process can be a powerful tool for teaching language-disabled students the "how" of writing. Direct, explicit instruction in writing process helps these students learn to explore their ideas and to manage the multiple demands of writing. A case study of one student, Jeff, demonstrates how we structure the stages of writing: prewriting, planning, drafting, revising, and proofreading. When these stages are clearly defined and involve specific skills, language-disabled students can reach beyond their limitations and strengthen their expression. The case study of Jeff reveals the development of his sense of control and his regard for himself as a writer.

Exploring the Affordances of the Writing Portal (TWP) as an Online Supplementary Writing Platform (For the Special Issue of GLoCALL 2013 and 2014 Conference Papers)

ERIC Educational Resources Information Center

Lee, Kean Wah; Said, Noraini; Tan, Choon Keong

2016-01-01

The writing process has traditionally been seen "as a lonely journey" to typify the lack of support that students experience for writing outside the classroom. This paper examines an attempt of The Writing Portal (TWP), a supplementary online writing platform, to support students' writing needs throughout the five stages of the writing…

Prompting Kids To Write.

ERIC Educational Resources Information Center

Mathena, Traci Johnson

2000-01-01

Middle school teacher describes a framework that gives inexperienced, anxious writers the confidence to write. The process, called doing prompts, stems from analyzing prompts or writing assignments that outline the topic for a piece of writing. The process involves analyzing the prompt being called for, completing a graphic organizer, composing…

Scaffolding Collaborative Technical Writing with Procedural Facilitation and Synchronous Discussion

ERIC Educational Resources Information Center

Yeh, Shiou-Wen; Lo, Jia-Jiunn; Huang, Jeng-Jia

2011-01-01

With the advent of computer technology, researchers and instructors are attempting to devise computer support for effective collaborative technical writing. In this study, a computer-supported environment for collaborative technical writing was developed. This system (Process-Writing Wizard) provides process-oriented scaffolds and a synchronous…

Motivating Young Writers through Write-Talks: Real Writers, Real Audiences, Real Purposes

ERIC Educational Resources Information Center

Wilson, Amy Alexandra

2008-01-01

Modeled after the popular teaching technique of book talks, write talks are brief motivational talks designed to engage students in writing. Teachers can invite adults from their communities into their classrooms to give write talks, thereby conveying to students that real people go through different writing processes to write real texts for real…

Nature of Interactions during Teacher-Student Writing Conferences, Revisiting the Potential Effects of Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Bayraktar, Aysegül

2013-01-01

Problem Statement: Within Language Arts instruction the use of teacher-student writing conferences is accepted as an effective strategy for teaching writing. The writing conference allows for an individual one-on-one teacher-student conversation about the students' writing or writing process and provides the student an audience in terms of…

Using the Composing Process and Positive Reinforcement to Teach College Basic Students to Write.

ERIC Educational Resources Information Center

Milligan, Janice

Following a literature review on the subjects of the decline in student writing abilities and increased student writing apprehension, this paper offers teachers information on a basic writing program that reduces writing anxiety and improves writing skills through large doses of positive reinforcement. The second section of the paper discusses the…

A Structural Equation Model of the Writing Process in Typically Developing Sixth Grade Children

ERIC Educational Resources Information Center

Koutsoftas, Anthony D.

2010-01-01

Educational reform initiatives of the last decade have focused on the three R's: reading, writing, and arithmetic, with writing receiving the least attention in the research literature (National Commission on Writing, 2003). Studies of writing performance in United States schoolchildren indicate that many are writing only at basic levels. The…

Effects of Cooperative Writing with Embedded Multimedia: A Randomized Experiment

ERIC Educational Resources Information Center

Madden, Nancy A.; Slavin, Robert E.; Logan, Michele

2011-01-01

The present study represented an effort to improve on the outcomes of the Puma (2006) study by creating a writing process program that provided students with compelling video models of effective writing practices in small writing teams. In this method, called Writing Wings with Media (WWM), students worked in 4-member, heterogeneous writing groups…

Re-Writing the Subject: Psychoanalytic Approaches to Creative Writing and Composition Pedagogy.

ERIC Educational Resources Information Center

Harris, Judith

2001-01-01

Suggests that the teaching of both composition and creative writing would benefit from focusing less exclusively on the writing process and products and more on the writing subject. Claims that focusing on the writing subject through the lens of psychoanalysis provides several potential benefits. Concludes psychoanalysis can be a filtrate for the…

Writing Quality in Chinese Children: Speed and Fluency Matter

PubMed Central

Yan, Cathy Ming Wai; McBride-Chang, Catherine; Wagner, Richard K.; Zhang, Juan; Wong, Anita M. Y.; Shu, Hua

2015-01-01

There were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children’s writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6–9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for subsequent analyses. Measures of vocabulary knowledge, Chinese word dictation, phonological awareness, speed of processing, speeded naming, and handwriting fluency at ages 6–9 were all significantly associated with the obtained overall writing quality measure even when the statistical effect of age was removed. With vocabulary knowledge, dictation skill, age, gender, and phonological awareness included in a regression equation, 35% of the variance in age 9 writing quality was explained. With the variables of speed of processing, speeded naming, and handwriting fluency additionally included as a block, 12% additional variance in the equation was explained. In addition to gender, overall unique correlates of writing quality were dictation, speed of processing, and handwriting fluency, underscoring the importance of both general automaticity and specific writing fluency for writing quality development in children. PMID:25750486

Technical Writing in Hydrogeology.

ERIC Educational Resources Information Center

Tinker, John R., Jr.

1986-01-01

A project for Writing Across the Curriculum at the University of Wisconsin-Eau Claire is described as a method to relate the process of writing to the process of learning hydrology. The project focuses on an actual groundwater contamination case and is designed to improve the technical writing skills of students. (JN)

Writing Motivation of Students with Specific Language Impairments

ERIC Educational Resources Information Center

Brouwer, Kyle Lee

2010-01-01

This study was designed to compare the writing motivation of students with specific language impairments with their non-disabled peers. Due to the cognitive and linguistic demands of the writing process, students with language impairments face unique difficulties during the writing process. It was hypothesized that students with specific language…

Beyond Theory: Improving Public Relations Writing through Computer Technology.

ERIC Educational Resources Information Center

Neff, Bonita Dostal

Computer technology (primarily word processing) enables the student of public relations writing to improve the writing process through increased flexibility in writing, enhanced creativity, increased support of management skills and team work. A new instructional model for computer use in public relations courses at Purdue University Calumet…

Using Desktop Publishing To Enhance the "Writing Process."

ERIC Educational Resources Information Center

Millman, Patricia G.; Clark, Margaret P.

1997-01-01

Describes the development of an instructional technology course at Fairmont State College (West Virginia) for education majors that included a teaching module combining steps of the writing process to provide for the interdisciplinary focus of writing across the curriculum. Discusses desktop publishing, the National Writing Project, and student…

Writing for Professional Publication: Three Road Signs for Writing Success

ERIC Educational Resources Information Center

Buttery, Thomas J.

2010-01-01

In the first edition of Writing for Publication: An Organizational Paradigm (Buttery, 2010), I recommend a model for organizing theoretical articles. The process includes seven components: title, introduction, outline/advanced organizer, headings, transitions, summary and references. This article will focus on the writing process. The strands of…

Applying AI to the Writer's Learning Environment.

ERIC Educational Resources Information Center

Houlette, Forrest

1991-01-01

Discussion of current applications of artificial intelligence (AI) to writing focuses on how to represent knowledge of the writing process in a way that links procedural knowledge to other types of knowledge. A model is proposed that integrates the subtasks of writing into the process of writing itself. (15 references) (LRW)

Reading the Writing Process: Toward a Theory of Current Pedagogies.

ERIC Educational Resources Information Center

Lynn, Steven

1987-01-01

Examines the representative conceptions of process pedagogy in (1) Maxine Hairston's article, "The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing"; (2) C.H. Knoblauch and Lil Brannon's "Rhetorical Traditions and the Teaching of Writing"; and (3) Ann E. Berthoff's "Forming, Thinking, Writing: The…

Language Learners' Writing Task Representation and Its Effect on Written Performance in an EFL Context.

PubMed

Zarei, Gholam Reza; Pourghasemian, Hossein; Jalali, Hassan

2017-06-01

The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost the end of the term, they were prompted to write on what they thought writing task was like and also an essay on an argumentative topic. The results revealed that students could conceptualize the instructed recursive model of writing as a process-based, multi-dimensional and integrated activity inducing self-direction and organization while holding in low regard the product view of writing. The findings also demonstrated that task representation was related to the students' writing performance, with process oriented students significantly outperforming the product-oriented ones. Also, it was found that task representation components (ideational, linguistic, textual, interpersonal) had a significant relationship with the written performance ([Formula: see text]; Sig.: 0.006). The study can have both theoretical and practical implications with regard to the factors involving the students' writing internal processes and their effects on written performance.

A State-of-the-Art Review of the Real-Time Computer-Aided Study of the Writing Process

ERIC Educational Resources Information Center

Abdel Latif, Muhammad M.

2008-01-01

Writing researchers have developed various methods for investigating the writing process since the 1970s. The early 1980s saw the occurrence of the real-time computer-aided study of the writing process that relies on the protocols generated by recording the computer screen activities as writers compose using the word processor. This article…

A Model of the Writing Process for Use in Teaching and Remediating Written Expression.

ERIC Educational Resources Information Center

Rager, John J.

The writing process depends heavily on linguistic, psycho-perceptual, and psycho-motor abilities. If a student has a significant weakness in one of these major trait clusters, then thinking will suffer and he or she may experience great difficulty in writing. The process of writing can be broken down into four main phases, which can be labeled…

The Influence of Working Memory on Reading and Creative Writing Processes in a Second Language.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

2003-01-01

Investigates the working memory (WM) processing and storage functions; whether WM in writing follows the same process as in reading; and the influence of WM on creative writing. Focuses on high school students (n=47). Finds relationships between WM measures and reading and writing in English as a Second Language. Includes references. (CMK)

Simplifying the writing process for the novice writer.

PubMed

Redmond, Mary Connie

2002-10-01

Nurses take responsibility for reading information to update their professional knowledge and to meet relicensure requirements. However, nurses are less enthusiastic about writing for professional publication. This article explores the reluctance of nurses to write, the reasons why writing for publication is important to the nursing profession, the importance of mentoring to potential writers, and basic information about simplifying the writing process for novice writers. Copyright 2002 by American Society of PeriAnesthesia Nurses.

First and Second Graders Writing Informational Text

ERIC Educational Resources Information Center

Read, Sylvia

2005-01-01

Process approaches to writing instruction in primary-grade classrooms have become widespread due to the influence of Graves (1983), Calkins (1986), Avery (1993), and others. Their work emphasizes expressive writing, particularly personal narrative, more than expository or informational writing. As a consequence, expressive writing is what children…

Reading Strategies to Improve Writing Instruction.

ERIC Educational Resources Information Center

Bulakowski, Carole

Reading instructors have valuable expertise to share with writing instructors to improve the writing ability of students. Writing instructors often give reading assignments to provide topics for students' essays or discussion, without understanding the reading process. A reading teacher can (1) show the writing instructor how to determine the…

"Thinking-for-Writing": A Prolegomenon on Writing Signed Languages.

PubMed

Rosen, Russell S; Hartman, Maria C; Wang, Ye

2017-01-01

In his article in this American Annals of the Deaf special issue that also includes the present article, Grushkin argues that the writing difficulties of many deaf and hard of hearing children result primarily from the orthographic nature of the writing system; he proposes a new system based on features found in signed languages. In response, the present authors review the literature on D/HH children's writing difficulties, outline the main percepts of and assumptions about writing signed languages, discuss "thinking-for-writing" as a process in developing writing skills, offer research designs to test the effectiveness of writing signed language systems, and provide strategies for adopting "thinking-for-writing" in education. They conclude that until empirical studies show that writing signed languages effectively reflects writers' "thinking-for-writing," the alphabetic orthographic system of English should still be used, and ways should be found to teach D/HH children to use English writing to express their thoughts.

The Impact of Integrating Visuals in an Elementary Creative Writing Process.

ERIC Educational Resources Information Center

Bailey, Margaret; And Others

Most children's books are filled with pictures, yet when schools design curricula to teach writing, they often ignore the role of visual images in the writing process. Historically, methods for teaching writing have focused on text. Even relatively recent techniques like brainstorming and story webbing still focus on verbal information. In some…

Facilitating Metacognitive Processes of Academic Genre-Based Writing Using an Online Writing System

ERIC Educational Resources Information Center

Yeh, Hui-Chin

2015-01-01

Few studies have investigated how metacognitive processes foster the application of genre knowledge to students' academic writing. This is largely due to its internal and unobservable characteristics. To bridge this gap, an online writing system based on metacognition, involving the stages of planning, monitoring, evaluating, and revising, was…

Supporting the Development of Students' Academic Writing through Collaborative Process Writing

ERIC Educational Resources Information Center

Mutwarasibo, Faustin

2013-01-01

The study examines how undergraduate university students in Rwanda experience collaborative process writing as an instruction method capable of helping them improve their academic writing abilities in English. It involved 34 second-year students, divided into 12 small working groups. The data were collected by means of group interviews carried out…

Using an e-Portfolio System to Improve the Academic Writing Performance of ESL Students

ERIC Educational Resources Information Center

Alshahrani, Ali; Windeatt, Scott

2012-01-01

Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their…

Writing to Learn Statistics in an Advanced Placement Statistics Course

ERIC Educational Resources Information Center

Northrup, Christian Glenn

2012-01-01

This study investigated the use of writing in a statistics classroom to learn if writing provided a rich description of problem-solving processes of students as they solved problems. Through analysis of 329 written samples provided by students, it was determined that writing provided a rich description of problem-solving processes and enabled…

Creating Science Picture Books for an Authentic Audience

ERIC Educational Resources Information Center

DeFauw, Danielle L.; Saad, Klodia

2014-01-01

This article presents an authentic writing opportunity to help ninth-grade students use the writing process in a science classroom to write and illustrate picture books for fourth-grade students to demonstrate and share their understanding of a biology unit on cells. By creating a picture book, students experience the writing process, understand…

Writing and Reading: The Transactional Theory. Technical Report No. 416.

ERIC Educational Resources Information Center

Rosenblatt, Louise M.

Because any reading or writing research project or teaching method rests on some kind of epistemological assumptions and some models of reading and writing processes, a coherent theoretical approach to the interrelationships of the reading and writing processes is needed. In light of the post-Einsteinian scientific paradigm and Peircean semiotics,…

Incorporating Process-Based Writing Pedagogy into First-Year Learning Communities: Strategies and Outcomes

ERIC Educational Resources Information Center

Barnhisel, Greg; Stoddard, Evan; Gorman, Jennifer

2012-01-01

This article reports a study that examines the efforts of one school--Duquesne University in Pittsburgh, Pennsylvania--to improve student writing in first-year learning communities by promoting so-called process-based writing pedagogy outside of writing classes. Administrators encouraged instructors of subject-matter classes to integrate the…

Improving Writing through Stages

ERIC Educational Resources Information Center

Rivera Barreto, Adriana Maritza

2011-01-01

Writing as a means of communication is one of the basic skills students must master at the university level. Although it is not an easy task because students are usually reluctant to correct, teachers have great responsibility at the time of guiding a writing process. For that reason, this study aimed at improving the writing process in fourth…

Universal Reading Processes Are Modulated by Language and Writing System

ERIC Educational Resources Information Center

Perfetti, Charles A.; Harris, Lindsay N.

2013-01-01

The connections among language, writing system, and reading are part of what confronts a child in learning to read. We examine these connections in addressing how reading processes adapt to the variety of written language and how writing adapts to language. The first adaptation (reading to writing), as evidenced in behavioral and neuroscience…

Writing-to-Learn

PubMed Central

Balachandran, Shreedevi; Venkatesaperumal, Ramesh; Clara, Jothi; Shukri, Raghda K.

2014-01-01

Objectives: The objectives of this study were to assess the attitude of Omani nursing students towards writing-to-learn (WTL) and its relationship to demographic variables, self-efficacy and the writing process Methods: A cross-sectional design was used to evaluate attitudes towards WTL by Sultan Qaboos University nursing students. A convenience sample of 106 students was used and data collected between October 2009 and March 2010. A modified version of the WTL attitude scale developed by Dobie and Poirrier was used to collect the data. Descriptive and inferential statistics were used for analysis. Results: Senior and junior students had more positive attitudes to WTL than mid-level students who tended to have negative attitudes towards writing. Although 52.8% students had negative attitudes towards the writing process, the median was higher for attitudes to the writing process compared to the median for self-efficacy. There was a positive correlation between self-efficacy and writing process scores. Conclusion: Overall, students had negative attitudes towards WTL. Attitudes are learnt or formed through previous experiences. The incorporation of WTL strategies into teaching can transform students’ negative attitudes towards writing into positive ones. PMID:24516740

Writing-to-Learn: Attitudes of nursing students at Sultan Qaboos University.

PubMed

Balachandran, Shreedevi; Venkatesaperumal, Ramesh; Clara, Jothi; Shukri, Raghda K

2014-02-01

The objectives of this study were to assess the attitude of Omani nursing students towards writing-to-learn (WTL) and its relationship to demographic variables, self-efficacy and the writing process. A cross-sectional design was used to evaluate attitudes towards WTL by Sultan Qaboos University nursing students. A convenience sample of 106 students was used and data collected between October 2009 and March 2010. A modified version of the WTL attitude scale developed by Dobie and Poirrier was used to collect the data. Descriptive and inferential statistics were used for analysis. Senior and junior students had more positive attitudes to WTL than mid-level students who tended to have negative attitudes towards writing. Although 52.8% students had negative attitudes towards the writing process, the median was higher for attitudes to the writing process compared to the median for self-efficacy. There was a positive correlation between self-efficacy and writing process scores. Overall, students had negative attitudes towards WTL. Attitudes are learnt or formed through previous experiences. The incorporation of WTL strategies into teaching can transform students' negative attitudes towards writing into positive ones.

Taking Charge: Adolescents with Learning Disabilities Assume Responsibility for Their Own Writing.

ERIC Educational Resources Information Center

Hallenbeck, Mark J.

2002-01-01

A study examined how Cognitive Strategy Instruction in Writing (SCIW), helped enable four seventh-graders with learning disabilities to take over responsibility for their own writing performance and to scaffold one another's writing development. Teacher modeling and scaffolding, writing process collaboration, and structuring think-sheets enabled…

The Writing Staff as Faculty Compost Pile.

ERIC Educational Resources Information Center

Dorenkamp, Angela G.

Misconceptions about the teaching of writing prevail on many college campuses, partially because writing teachers fail to communicate with their colleagues. It is especially important for writing teachers to let their colleagues know that learning to write is a long term developmental process that needs support and reinforcement from the entire…

Promoting Writing in Mathematics: Prospective Teachers' Experiences and Perspectives on the Process of Writing When Doing Mathematics as Problem Solving

ERIC Educational Resources Information Center

Kuzle, Ana

2013-01-01

Despite a great deal of research on the benefits of writing in mathematics, writing plays a minimal role, if any, in secondary and tertiary mathematics education. In order for teachers to use writing in their classrooms, they themselves have to experience writing mathematics within the teacher education programme. The present paper reports on a…

Clinical report writing: Process and perspective

NASA Technical Reports Server (NTRS)

Ewald, H. R.

1981-01-01

Clinical report writing in psychology and psychiatry is addressed. Audience/use analysis and the basic procedures of information gathering, diagnosis, and prognosis are described. Two interlinking processes are involved: the process of creation and the process of communication. Techniques for good report writing are presented.

The Effect of Process Writing Activities on the Writing Skills of Prospective Turkish Teachers

ERIC Educational Resources Information Center

Dilidüzgün, Sükran

2013-01-01

Problem statement: Writing an essay is a most difficult creative work and consequently requires detailed instruction. There are in fact two types of instruction that contribute to the development of writing skills: Reading activities analysing texts in content and schematic structure to find out how they are composed and process writing…

Pedagogy and Process: A Case Study of Writing in a Hybrid Learning Model

ERIC Educational Resources Information Center

Keiner, Jason F.

2017-01-01

This qualitative case study explored the perceived experiences and outcomes of writing in a hybrid model of instruction in a large suburban high school. In particular, the impact of a hybrid model on the writing process and on future writing performance were examined. In addition, teacher expectation and teacher attitude and their impact upon…

Writing Apprehension and the Writing Process. Learning Package No. 32.

ERIC Educational Resources Information Center

Collins, Norma, Comp.; Smith, Carl, Ed.

Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on writing apprehension and the writing process is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC…

Scientific Writing: Strategies and Tools for Students and Advisors

ERIC Educational Resources Information Center

Singh, Vikash; Mayer, Philipp

2014-01-01

Scientific writing is a demanding task and many students need more time than expected to finish their research articles. To speed up the process, we highlight some tools, strategies as well as writing guides. We recommend starting early in the research process with writing and to prepare research articles, not after but in parallel to the lab or…

Using the Word Processor in Writing Groups.

ERIC Educational Resources Information Center

Melia, Josie

Writing groups can use word processors or microcomputers in many different types of writing activities. Four hour-long sessions at a word processor with the help of a skilled word processing tutor have been found to be sufficient to provide a working knowledge of word processing. When two or three students enrolled in a writing class are assigned…

Conspicuous Strategies in Teaching Expressive Writing: A Quantitative Study Comparing Two Approaches to Process Writing

ERIC Educational Resources Information Center

Fontenot, Jennifer; Carney, Karen J.; Hansen, Kay

2015-01-01

A process-writing approach (BW) with novel concepts was developed by the authors to teach writing to elementary-level students. They believed the BW approach was effective but was particularly effective for special-needs students. Consequently, they decided to quantitatively test these assertions. Instead of testing students taught using the BW…

Execution and pauses in writing narratives: processing time, cognitive effort and typing skill.

PubMed

Alves, Rui Alexandre; Castro, São Luís; Olive, Thierry

2008-12-01

At the behavioural level, the activity of a writer can be described as periods of typing separated by pauses. Although some studies have been concerned with the functions of pauses, few have investigated motor execution periods. Precise estimates of the distribution of writing processes, and their cognitive demands, across periods of typing and pauses are lacking. Furthermore, it is uncertain how typing skill affects these aspects of writing. We addressed these issues, selecting writers of low and high typing skill who performed dictation and composition tasks. The occurrences of writing processes were assessed through directed verbalization, and their cognitive demands were measured through interference in reaction times (IRT). Before writing a narrative, 34 undergraduates learned to categorize examples of introspective thoughts as different types of activities related to writing (planning, translating, or revising). Then, while writing, they responded to random auditory probes, and reported their ongoing activity according to the learned categories. Convergent with previous findings, translating was most often reported, and revising and planning had fewer occurrences. Translating was mostly activated during motor execution, whereas revising and planning were mainly activated during pauses. However, none of the writing processes can be characterized as being typical of pauses, since translating was activated to a similar extent as the other two processes. Regarding cognitive demands, revising is likely to be the most demanding process in narrative writing. Typing skill had an impact on IRTs of motor execution. The demands of execution were greater in the low than in the high typing skill group, but these greater demands did not affect the strategy of writing processes activation. Nevertheless, low typing skill had a detrimental impact on text quality.

Moving beyond Journaling to Dialogues in Writing

ERIC Educational Resources Information Center

Hail, Cindy; George, Sue; Hail, John

2013-01-01

The last two decades have produced theoretical-based methodology models emphasizing student-centered and learner-controlled writing experiences. During the 1990s, writing evolved into a function of learning. As more was learned about the writing process, it became evident that writing led to clarifying thinking and served as a forum for revealing…

Writing to Learn across the Curriculum. Fastback 209.

ERIC Educational Resources Information Center

Myers, John W.

Intended for use by secondary school teachers in all subject areas, this booklet provides research based information designed to make writing a learning process. Following brief discussions of the writing-to-learn concept, the importance of writing in all curricular areas, and steps in developing a writing across the curriculum program, the…

Reading in the Writing Classroom.

ERIC Educational Resources Information Center

Fagan, Edward R.

Reading in the writing classroom can be defined as a cluster of arbitrary categories, each with its own effect on the reading/writing process. Given this definition, it can be said that (1) perceptions significantly affect both reading and writing, (2) attitudes are factors in reading and writing, (3) rhetorical triangles are useful in teaching…

The Quarterly of the National Writing Project, 1999.

ERIC Educational Resources Information Center

Loofbourrow, Peggy Trump, Ed.; Peterson, Art, Ed.

1999-01-01

Articles in this publication address the writing process, teaching writing, and research on the teaching of writing, and take the form of personal experience or opinion, or explore the work of others who have contributed to the field. Articles in the first issue of this volume include: "From Grief, Poetry: Expressive Writings from the…

Doing Academic Writing in Education: Connecting the Personal and the Professional

ERIC Educational Resources Information Center

Richards, Janet C.; Miller, Sharon K.

2005-01-01

This clear, reader-friendly book is carefully designed to help readers gain confidence and acquire competence in their academic writing abilities. It focuses on real people as they write and actively involves readers in the writing process. The authors' innovative approach encourages reflection on how professional writing initiatives connect to…

Designing an Online Writing System: Learning with Support

ERIC Educational Resources Information Center

Kuo, Chih-Hua

2008-01-01

The potential of online language learning has received much attention recently. This paper reports the design of an online writing system featuring learning support for non-native students during their writing process. The central premise is that in the online writing situation, students are in great need of writing aids. The proposed system…

Implementing Keyword and Question Generation Approaches in Teaching EFL Summary Writing

ERIC Educational Resources Information Center

Chou, Mu-hsuan

2012-01-01

Summary writing has been considered an important aspect of academic writing. However, writing summaries can be a challenging task for the majority of English as a Foreign Language (EFL) learners. Research into teaching summary writing has focused on different processes to teach EFL learners. The present study adopted two methods--keyword and…

Scientific writing: strategies and tools for students and advisors.

PubMed

Singh, Vikash; Mayer, Philipp

2014-01-01

Scientific writing is a demanding task and many students need more time than expected to finish their research articles. To speed up the process, we highlight some tools, strategies as well as writing guides. We recommend starting early in the research process with writing and to prepare research articles, not after but in parallel to the lab or field work. We suggest considering scientific writing as a team enterprise, which needs proper organization and regular feedback. In addition, it is helpful to select potential target journals early and to consider not only scope and reputation, but also decision times and rejection rates. Before submission, instructions to authors and writing guides should be considered, and drafts should be extensively revised. Later in the process editor's and reviewer's comments should be followed. Our tips and tools help students and advisors to structure the writing and publishing process, thereby stimulating them to develop their own strategies to success. Copyright © 2014 The International Union of Biochemistry and Molecular Biology.

Writing Process Products in Intermediate-Grade Children With and Without Language-Based Learning Disabilities.

PubMed

Koutsoftas, Anthony D

2016-12-01

Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Sixty-four children completed a writing task whereby they planned, wrote, and revised a narrative story across 3 days. Children had extended time to produce an outline, first draft, and final copy of their story. Language transcription approaches were used to obtain measures reflecting writing productivity, complexity, accuracy, and mechanics, in addition to measures of planning and revision. Results indicated that children with writing difficulties produced poorer quality stories compared with their peers yet were not significantly different across all measures. Children with typical development produced longer stories with better spelling accuracy. Writing process measures predicted significant amounts of variance in writing quality across the sample. Writing should be considered as part of language assessment and intervention, whether as the sole language difficulty or alongside difficulties with speaking, listening, or reading in children with language-based learning difficulties. Implications for translation of research to practice and service delivery are provided.

How First-year Students Expressed Their Transition to College Experiences Differently Depending on the Affordances of Two Writing Contexts.

PubMed

Kreniske, Philip

2017-09-01

Drawing on theory that positions writing as a social process, this study compares how two distinct contexts influenced the linguistic features of college students' writing over time. In one context, students blogged and received comments, while in the other context students word-processed and received no comments. Systematic qualitative and quantitative analyses of these natural language posts and comments indicated the bloggers used greater rates of cognitive and intensifying expressions in their writing over time than students who word-processed. These results suggest that the affordances of the context influenced narrators' expressive writing over time. The current findings have significance for scholars seeking to understand connections between interactive media, writing processes, and audience, and for college programs across the U.S. that provide support for first-year students.

Writing After College: A Stratified Survey of the Writing of College-Trained People. Technical Report Number 1.

ERIC Educational Resources Information Center

Faigley, Lester; And Others

This report contains the results of a study of the writing of college-trained personnel that examined: (1) the importance of their writing abilities in the world of work and in situations other than work, (2) the types of writing done on and off the job and the composing processes used, (3) the media college-trained people use for writing, and (4)…

An Annotated Bibliography of Literature Showing the Importance of the Process of Writing in the Language Arts Curriculum.

ERIC Educational Resources Information Center

Hook, Julie C.

This bibliography contains lengthy annotations of 29 sources which address the issues of prewriting; revision; the emotions involved in the writing process; different methods of writing instruction; and the relationships among reading, writing, and reasoning. Also included are a glossary of terms, a summary of the issues raised by the works cited,…

A Study of 3rd and 5th Grade Students' Oral Language during the Writing Process in Elementary Classrooms.

ERIC Educational Resources Information Center

Kasten, Wendy C.; Clarke, Barbara K.

Using ethnographic techniques to observe seven fifth grade and seven third grade students, a study examined the function of children's oral language during creative writing sessions in typical classroom situations. Findings indicated that oral language plays an important role in the writing process; specifically, that it (1) accompanies writing as…

Dual Rubrics and the Process of Writing: Assessment and Best Practices in a Developmental English Course

ERIC Educational Resources Information Center

Pireh, Diane Flanegan

2014-01-01

This article presents strategies for using two types of essay-writing rubrics in a developmental English class of students transitioning into college-level writing. One checklist rubric is student-facing, designed to serve as a guide for students throughout the writing process and as a self-assessment tool. The other checklist rubric is…

Exploring Construction of College English Writing Course from the Perspective of Output-Driven Hypothesis

ERIC Educational Resources Information Center

Ying, Zhang

2018-01-01

English writing is regarded as the most difficult task by Chinese EFL learners. Due to the existing problems in present college English writing instruction, teachers fail to provide effective guidance in students' writing process and students report a low level of motivation and confidence in writing tasks. Through purposeful reading discussions…

Write Now! Using Reflective Writing beyond the Humanities and Social Sciences

ERIC Educational Resources Information Center

Cannady, Rachel E.; Gallo, Kasia Z.

2016-01-01

Writing is an important teaching and learning tool that fosters active and critical thinking. There are multiple pressures for disciplines outside the humanities and social sciences to integrate writing in their courses. The shift from teaching solely discipline-specific skills to including writing in a meaningful way can be a daunting process. An…

The Mediation of Technology in ESL Writing and Its Implications for Writing Assessment

ERIC Educational Resources Information Center

Li, Jiang

2006-01-01

The present study investigated the influence of word processing on the writing of students of English as a second language (ESL) and on writing assessment as well. Twenty-one adult Mandarin-Chinese speakers with advanced English proficiency living in Toronto participated in the study. Each participant wrote two comparable writing tasks under…

A Cognitive Science Approach to Writing. Technical Report No. 89.

ERIC Educational Resources Information Center

Bruce, Bertram; And Others

This paper explores the process of writing from several perspectives, as a first step toward a more comprehensive theory. The first perspective sees writing as a communicative act. The observation that to write is to communicate, though commonplace, has major and sometimes surprising implications for a theory of writing. It forces a focus on the…

So What's the Big Idea? Using Graphic Organizers to Guide Writing for Secondary Students with Learning and Behavioral Issues

ERIC Educational Resources Information Center

Sundeen, Todd H.

2007-01-01

Writing expressive essays is especially difficult for many students with learning and behavior difficulties. They struggle not only with basic writing skills such as spelling, sentence formation, capitalization, and handwriting, but also with the cognitive processes of writing such as planning, organizing, and writing (Schumaker & Deshler, 2003).…

Theoretically Speaking: An Examination of Four Theories and How They Support Writing in the Classroom

ERIC Educational Resources Information Center

Hodges, Tracey S.

2017-01-01

Writing is complex, and the more researchers understand the cognitive processes and engagement for writing, the more complex the relationships between cognition and producing writing appear. Writing theory is constantly shifting from a focus on mechanics and form to a focus on creativity and sociability. This literature review analyzes four…

Helping Students with Disabilities Succeed in State and District Writing Assessments. ERIC/OSEP Digest.

ERIC Educational Resources Information Center

Warger, Cynthia

This digest offers guidelines to help teachers prepare students with disabilities to succeed on state and district writing assessments. Teachers are urged to use the three principles of effective writing instruction: (1) use a basic framework of planning, writing, and revision; (2) instruct students in steps of the writing process and the features…

WITH: a system to write clinical trials using XML and RDBMS.

PubMed Central

Fazi, Paola; Luzi, Daniela; Manco, Mariarosaria; Ricci, Fabrizio L.; Toffoli, Giovanni; Vignetti, Marco

2002-01-01

The paper illustrates the system WITH (Write on Internet clinical Trials in Haematology) which supports the writing of a clinical trial (CT) document. The requirements of this system have been defined analysing the writing process of a CT and then modelling the content of its sections together with their logical and temporal relationships. The system WITH allows: a) editing the document text; b) re-using the text; and c) facilitating the cooperation and the collaborative writing. It is based on XML mark-up language, and on a RDBMS. This choice guarantees: a) process standardisation; b) process management; c) efficient delivery of information-based tasks; and d) explicit focus on process design. PMID:12463823

Social Studies Research Papers: A Writing Process Approach.

ERIC Educational Resources Information Center

Gilstrap, Robert L.

1987-01-01

Describes a writing process approach to research papers which involves four steps: prewriting, composing, rewriting, and sharing. Illustrates the process using an intermediate grade level example but states that the process is appropriate at higher levels. Stresses that this approach is important because it integrates writing skills with social…

Process Memos: Facilitating Dialogues about Writing between Students and Instructors

ERIC Educational Resources Information Center

Parrott, Heather Macpherson; Cherry, Elizabeth

2015-01-01

We have created a new teaching tool--process memos--to improve student writing. Process memos are guided reflections submitted with scaffolded assignments that facilitate a written dialogue between students and instructors about the process of writing. Within these memos, students critically assess available teaching tools, discuss their writing…

Incubation: A Neglected Aspect of the Writing Process.

ERIC Educational Resources Information Center

Krashen, Stephen

2001-01-01

Discusses the role of incubation in the writing process. Suggests that one secret to coming up with good ideas in writing is understanding the importance of realizing that the process entails patient revision, takes time, and often requires some time off task. (Author/VWL)

Influence of writing and reading intertrack interferences in terms of bit aspect ratio in shingled magnetic recording

NASA Astrophysics Data System (ADS)

Nobuhara, Hirofumi; Okamoto, Yoshihiro; Yamashita, Masato; Nakamura, Yasuaki; Osawa, Hisashi; Muraoka, Hiroaki

2014-05-01

In this paper, we investigate the influence of the writing and reading intertrack interferences (ITIs) in terms of bit aspect ratio (BAR) in shingled magnetic recording by computer simulation using a read/write model which consists of a writing process based on Stoner-Wohlfarth switching asteroid by a one-side shielded isosceles triangular write head and a reading process by an around shielded read head for a discrete Voronoi medium model. The results show that BAR should be 3 to reduce the influence of writing and reading ITIs, media noise, and additive white Gaussian noise in an assumed areal density of 4.61Tbpsi.

On and Off Computer Writing of Eighth Grade Students Experienced in Word Processing. Technical Report 90-1.

ERIC Educational Resources Information Center

Owston, Ronald D.; And Others

A study assessed the impact of word processing on the writing of junior high school students, experienced in working with computers, for a number of tasks, including writing. Subjects, 111 eighth grade students in four communications arts classes at a Canadian middle-class suburban school, who had been using computers for writing for a year and a…

Effects of Test Media on Different EFL Test-Takers in Writing Scores and in the Cognitive Writing Process

ERIC Educational Resources Information Center

Zou, Xiao-Ling; Chen, Yan-Min

2016-01-01

The effects of computer and paper test media on EFL test-takers with different computer familiarity in writing scores and in the cognitive writing process have been comprehensively explored from the learners' aspect as well as on the basis of related theories and practice. The results indicate significant differences in test scores among the…

Lagging behind Writing Pedagogical Developments: The Impact of Implementing Process-Based Approach on Learners' Writing in a Vietnamese Secondary Education Context

ERIC Educational Resources Information Center

Ngo, Chau M.; Trinh, Lap Q.

2011-01-01

The field of English language education has seen developments in writing pedagogy, moving from product-based to process-based and then to genre-based approaches. In Vietnam, teaching secondary school students how to write in English is still lagging behind these growing developments. Product-based approach is commonly seen in English writing…

Of Groomers and Tour Guides: The Role of Writing in the Fellowships Office

ERIC Educational Resources Information Center

Bickford, Leslie

2017-01-01

Making writing less scary for students and focusing on the messy, recursive nature of writing helps students use the writing process to bring forth the thoughts that might otherwise not find their way into essays. Students who revisit their writing also revisit their thinking and are empowered to cultivate and articulate that thinking in clearer…

Technical communication. Perspectives for the Eighties, part 2

NASA Technical Reports Server (NTRS)

Mathes, J. C. (Compiler); Pinelli, T. E. (Compiler)

1981-01-01

The importance of technical writing as a separate discipline is suggested. Some specific areas addressed were: technical writing skills industry needs, definitions of technical writing, the hows and whys of inhouse writing, and the nature of the composing process in technical comunication.

Cascaded processing in written compound word production

PubMed Central

Bertram, Raymond; Tønnessen, Finn Egil; Strömqvist, Sven; Hyönä, Jukka; Niemi, Pekka

2015-01-01

In this study we investigated the intricate interplay between central linguistic processing and peripheral motor processes during typewriting. Participants had to typewrite two-constituent (noun-noun) Finnish compounds in response to picture presentation while their typing behavior was registered. As dependent measures we used writing onset time to assess what processes were completed before writing and inter-key intervals to assess what processes were going on during writing. It was found that writing onset time was determined by whole word frequency rather than constituent frequencies, indicating that compound words are retrieved as whole orthographic units before writing is initiated. In addition, we found that the length of the first syllable also affects writing onset time, indicating that the first syllable is fully prepared before writing commences. The inter-key interval results showed that linguistic planning is not fully ready before writing, but cascades into the motor execution phase. More specifically, inter-key intervals were largest at syllable and morpheme boundaries, supporting the view that additional linguistic planning takes place at these boundaries. Bigram and trigram frequency also affected inter-key intervals with shorter intervals corresponding to higher frequencies. This can be explained by stronger memory traces for frequently co-occurring letter sequences in the motor memory for typewriting. These frequency effects were even larger in the second than in the first constituent, indicating that low-level motor memory starts to become more important during the course of writing compound words. We discuss our results in the light of current models of morphological processing and written word production. PMID:25954182

Cascaded processing in written compound word production.

PubMed

Bertram, Raymond; Tønnessen, Finn Egil; Strömqvist, Sven; Hyönä, Jukka; Niemi, Pekka

2015-01-01

In this study we investigated the intricate interplay between central linguistic processing and peripheral motor processes during typewriting. Participants had to typewrite two-constituent (noun-noun) Finnish compounds in response to picture presentation while their typing behavior was registered. As dependent measures we used writing onset time to assess what processes were completed before writing and inter-key intervals to assess what processes were going on during writing. It was found that writing onset time was determined by whole word frequency rather than constituent frequencies, indicating that compound words are retrieved as whole orthographic units before writing is initiated. In addition, we found that the length of the first syllable also affects writing onset time, indicating that the first syllable is fully prepared before writing commences. The inter-key interval results showed that linguistic planning is not fully ready before writing, but cascades into the motor execution phase. More specifically, inter-key intervals were largest at syllable and morpheme boundaries, supporting the view that additional linguistic planning takes place at these boundaries. Bigram and trigram frequency also affected inter-key intervals with shorter intervals corresponding to higher frequencies. This can be explained by stronger memory traces for frequently co-occurring letter sequences in the motor memory for typewriting. These frequency effects were even larger in the second than in the first constituent, indicating that low-level motor memory starts to become more important during the course of writing compound words. We discuss our results in the light of current models of morphological processing and written word production.

Effects of planning strategies on writing dynamics and final texts.

PubMed

Limpo, Teresa; Alves, Rui A

2018-06-12

Expert writing involves the interaction among three cognitively demanding processes: planning, translating, and revising. To manage the cognitive load brought on by these processes, writers frequently use strategies. Here, we examined the effects of planning strategies on writing dynamics and final texts. Before writing an argumentative text with the triple-task technique, 63 undergraduates were asked either to elaborate an outline with the argumentative structure embedded (structure-based planning condition), to provide a written list of ideas for the text (list-based planning condition), or to do a non-writing-related filler task (no planning condition). Planning showed no effects on the length of the pre-writing pause and cognitive effort, but influenced writing processes occurrences. Compared to participants in the no-planning condition, those in the planning conditions showed a later activation of revising. Moreover, participants in the structure-based condition were mainly focused on translating in the beginning and middle of composition, whereas their peers tended to distribute their attention among all processes. Planning ahead of writing also resulted in texts with longer words, produced at a higher rate. Only the structure-based planning strategy led to an increase in the number of argumentation elements as well as in essays' persuasiveness and overall quality. There was, however, no indication that these improvements in final texts were associated with changes in the dynamics of writing. Overall, the use of structure-based plans seems to be an effective and efficient way of improving undergraduates' argumentative writing. Copyright © 2018 Elsevier B.V. All rights reserved.

Teaching Writing through Communicative Approach in Military English

ERIC Educational Resources Information Center

Likaj, Manjola

2015-01-01

The paper speaks about teaching writing through communicative approach in English for Specific Purposes, especially in Military English. There are presented three different approaches regarding writing in ESP: product, process and social-constructionist approach. The recent developments in ESP writing consider the social-constructionist approach…

Successful Student Writing through Formative Assessment

ERIC Educational Resources Information Center

Tuttle, Harry Grover

2010-01-01

Use formative assessment to dramatically improve your students' writing. In "Successful Student Writing Through Formative Assessment", educator and international speaker Harry G. Tuttle shows you how to guide middle and high school students through the prewriting, writing, and revision processes using formative assessment techniques that work.…

Incorporating A Structured Writing Process into Existing CLS Curricula.

PubMed

Honeycutt, Karen; Latshaw, Sandra

2014-01-01

Good communication and critical thinking are essential skills for all successful professionals, including Clinical Laboratory Science/Medical Laboratory Science (CLS/MLS) practitioners. Professional programs can incorporate writing assignments into their curricula to improve student written communication and critical thinking skills. Clearly defined, scenario-focused writing assignments provide student practice in clearly articulating responses to proposed problems or situations, researching and utilizing informational resources, and applying and synthesizing relevant information. Assessment rubrics, structured feedback, and revision writing methodologies help guide students through the writing process. This article describes how a CLS Program in a public academic medical center, located in the central United States (US) serving five centrally-located US states has incorporated writing intensive assignments into an existing 11-month academic year using formal, informal and reflective writing to improve student written communication and critical thinking skills. Faculty members and employers of graduates assert that incorporating writing intensive requirements have better prepared students for their professional role to effectively communicate and think critically.

Do Writers Really Revise? Encouraging Unnatural Acts in Your Classroom.

ERIC Educational Resources Information Center

Balajthy, Ernest

Unless students have an appropriate attitude toward revision--the keystone of the writing process--teachers who institute writing process approaches face frustration and failure. Implementing the following suggestions may help increase revision in the classroom. First, while the mature writing process is not strictly linear, students developing…

Process Writing in the Intermediate Grades: Magical Panacea or Oversold Cliche?

ERIC Educational Resources Information Center

Balajthy, Ernest

Noting that the principles of writing process instruction typically offered to elementary teachers are less readily adaptable to intermediate classrooms emphasizing content area learning rather than basic skills, this paper explores two key themes important to the successful implementation of writing process instruction: (1) teachers' needs to…

National and State Writing Tests: The Writing Process Betrayed

ERIC Educational Resources Information Center

Schuster, Edgar H.

2004-01-01

State academic standards broadly support the writing process, including the planning (prewriting), drafting, revising, editing, and publishing (sharing) stages. There is also widespread recognition that a valuable part of the process is conferencing, either between teacher and student, student and student (often referred to as peer feedback), or…

18 Minutes and 11 Seconds Online: Exploring the Cogntive Processes of 12 Good Writers Writing on the Internet

ERIC Educational Resources Information Center

Zheng, Jinjie

2013-01-01

New technologies and Internet resources are becoming more and more integral to 21st century writing. To write well in the 21st century requires the coordination of new technologies, new skills, and new information. The central challenge to coordinate these new elements of contemporary writing is the deictic influence they have on writing.…

Developing Successful Writing Teachers: Outcomes of Professional Development Exploring Teachers' Perceptions of Themselves as Writers and Writing Teachers and Their Students' Attitudes and Abilities to Write across the Curriculum

ERIC Educational Resources Information Center

Bifuh-Ambe, Elizabeth

2013-01-01

Writing is a complex, recursive and difficult process that requires strategic decision-making across multiple domains (Graham, 2006; Pritchard & Honeycutt, 2006). Students are expected to use this process to communicate with a variety of audiences for a variety of purposes. Modelling and providing effective instruction is critical, especially…

An Introduction to the Process-Conference Approach to the Teaching of Writing Skills in ABE Programs.

ERIC Educational Resources Information Center

Rutledge, George E.

Writing is an important tool in teaching skills to adult basic education (ABE) students. To be a successful teacher of writing, teachers must be successful writers. They must be aware of the writing process and willing to use it daily in their own lives in order to convey its importance and its usefulness to their students. One method of teaching…

Improving Narrative Writing Skills, Composition Skills, and Related Attitudes among Second Grade Students by Integrating Word Processing, Graphic Organizers, and Art into a Process Approach to Writing.

ERIC Educational Resources Information Center

Gallick-Jackson, Sheryl A.

A practicum program was developed and implemented to improve narrative writing skills, composition skills, and related attitudes among the targeted second grade students. Objectives for the program were for: 75% of the students to increase their narrative writing skills by at least one proficiency level; 75% of the students to increase their…

Construction of meaning in the authentic science writing of deaf students.

PubMed

Lang, H G; Albertini, J A

2001-01-01

This study examines how students construct meaning through writing during authentic science activities. To determine how well students understood science concepts, we analyzed 228 writing samples from deaf students in grades 6 through 11 as well as the explanatory and reflective comments of their teachers. The analyses indicate that certain process writing strategies were differentially useful in helping deaf students to construct meaning and in allowing teachers to evaluate the constructed meaning. Three instructional conditions and two teacher variables were found to play roles in determining the accuracy and adequacy of the writing: (1) the writing prompts the teachers used, (2) the focus for the writing, (3) follow-up to the initial writing activity, (4) the teacher's content knowledge, and (5) the teacher's ability to interpret student writing. The authors recommend future applications of writing-to-learn strategies and suggest directions for further research and changes in teacher education.

Letter Writing Made Easy.

ERIC Educational Resources Information Center

Porec, Carol J.

1989-01-01

Describes how "The Children's Writing and Publishing Center" (a desktop publishing program for elementary students) combines word processing with computer graphics and motivates students to write letters. (MM)

Self-Evaluation in Holistic Assessment.

ERIC Educational Resources Information Center

Allen, Michael S.; Roswell, Barbara Sherr

To link writing assessment more closely to writing pedagogy, a project added a process instrument--a self-evaluation or "postwrite"--to a formal holistic writing assessment. Subjects were 348 freshman composition students at Goucher College. The postwrite asked students, after they had finished writing an essay, to answer four questions…

The Power of Photography as a Catalyst for Teaching Informational Writing

ERIC Educational Resources Information Center

Lilly, Elizabeth; Fields, Charla

2014-01-01

Writing and photography are composition processes that help develop children's linguistic and visual competencies, respectively. Using photography in teaching writing has been found to enhance students' literacy skills by naturally invoking their interest and motivation, and eventually strengthening the reading-writing relationship. Children can…

Writing: Keeping It Real. Teacher to Teacher.

ERIC Educational Resources Information Center

Kist, Bill

When teaching writing to adult learners, teachers must achieve a balance between "content" and "mechanics." The first step is to assign "real" writing for "real" purposes. The next step is to teach the writing process more than the product and teach the place that correct "mechanics" (spelling,…

Bridging the Gap: Contextualizing Professional Ethics in Collaborative Writing Projects

ERIC Educational Resources Information Center

Rice, J. A.

2007-01-01

Many business and technical writing students find classroom discussions of professional ethics interesting and enjoyable. However, when trying to incorporate the content of discussions directly into their writing practices, they often experience difficulties linking ethical concepts to writing process. This article discusses how instructors can…

Food for Thought: An Annotated Bibliography.

ERIC Educational Resources Information Center

Bennett, Susan G., Ed.

Most of the 24 books reviewed in this annotated bibliography concern writing and are recent publications (1980-1985). Titles and authors are as follows: "Teacher" (Sylvia Ashton-Warner); "What Did I Write? Beginning Writing Behavior" (Marie M. Clay); "Composing: Writing as a Self-Creating Process" (William E. Coles);…

Missing in Action: Writing Process-Based Instructional Practices and Measures of Higher-Order Literacy Achievement in Predominantly Urban Elementary Schools

ERIC Educational Resources Information Center

Briddell, Andrew

2013-01-01

This study of 1,974 fifth grade students investigated potential relationships between writing process-based instruction practices and higher-order thinking measured by a standardized literacy assessment. Writing process is defined as a highly complex, socio-cognitive process that includes: planning, text production, review, metacognition, writing…

Foundations for Creativity in the Writing Process: Rhetorical Representations of Ill-Defined Problems.

ERIC Educational Resources Information Center

Carey, L. J.; Flower, Linda

This report examines the composing processes of expert writers to determine which cognitive processes in expository writing produce an opportunity for a creative response. The first section considers how the ill-defined nature of many writing problems and the cognitive processes experts use to solve these problems interact to provide an…

Writing Editorials.

ERIC Educational Resources Information Center

Pappas, Marjorie L.

2003-01-01

Presents a thematic unit for middle schools on editorial writing, or persuasive writing, based on the Pathways Model for information skills lessons. Includes assessing other editorials; student research process journals; information literacy and process skills; and two lesson plans that involve library media specialists as well as teachers. (LRW)

Senior Citizens and Junior Writers--A Center for Exchange: Retired Professionals as Writing Laboratory Tutors for Students Enrolled in Upper-Level Pre-Professional University Writing Courses.

ERIC Educational Resources Information Center

Kleimann, Susan; Meyers, G. Douglas

The writing center at a Maryland university prepares third-year students for nonacademic, preprofessional writing by using retired professionals as tutors. These tutors are trained by discussing readings centered around the Aristotelean schema of ethos, logos, and pathos and the more recent conception of writing as a problem-solving process. The…

Investigating the Reading-to-Write Processes and Source Use of L2 Postgraduate Students in Real-Life Academic Tasks: An Exploratory Study

ERIC Educational Resources Information Center

McCulloch, Sharon

2013-01-01

Existing studies of source use in academic student writing tend to i), focus more on the writing than the reading end of the reading-to-write continuum and ii), involve the use of insufficiently "naturalistic" writing tasks. Thus, in order to explore the potential of an alternative approach, this paper describes an exploratory case study…

Informing Understanding of Young Students' Writing Challenges and Opportunities: Insights From the Development of a Digital Writing Tool That Supports Students With Learning Disabilities

ERIC Educational Resources Information Center

Vue, Ge; Hall, Tracey E.; Robinson, Kristin; Ganley, Patricia; Elizalde, Emma; Graham, Steve

2016-01-01

Conducting focus groups with target audiences to assess user needs is a critical step in the process of designing and developing a web-based writing environment. This descriptive study examined focus group data gathered to address two questions: First, do data from focus groups affirm and expand our understanding of writing and writing development…

Digitizing Craft: Creative Writing Studies and New Media--A Proposal

ERIC Educational Resources Information Center

Koehler, Adam

2013-01-01

This article identifies and examines a digital arm of creative writing studies and organizes that proposal into four categories through which to theorize the "craft" of creative production, each borrowed from Tim Mayers's "(Re)Writing Craft: Composition, Creative Writing, and the Future of English Studies": process, genre, author, and…

The Write Brain: How to Educate and Entertain with Learner-Centered Writing

ERIC Educational Resources Information Center

Iverson, Kathleen M.

2009-01-01

This article presents a conceptual framework for the writing process to facilitate motivation, learning, retention, and knowledge transfer in readers of expository material. Drawing from four well-developed bodies of knowledge--cognitive science, learning theory, technical communication, and creative writing--the author creates a model that allows…

The Rhetorical Cycle: Reading, Thinking, Speaking, Listening, Discussing, Writing.

ERIC Educational Resources Information Center

Keller, Rodney D.

The rhetorical cycle is a step-by-step approach that provides classroom experience before students actually write, thereby making the writing process less frustrating for them. This approach consists of six sequential steps: reading, thinking, speaking, listening, discussing, and finally writing. Readings serve not only as models of rhetorical…

Teaching Technical Writing: Focusing on Process.

ERIC Educational Resources Information Center

Santelmann, Patricia Kelly

In preparing students for business writing, a technical writing class should foster (1) a sensitivity to audience and an understanding of the business or technical organizational audience, (2) analytical problem solving that precedes any but the simplest writing task, (3) understanding of the patterns of organization that make information clear to…

An Approach to Revision and Evaluation of Student Writing.

ERIC Educational Resources Information Center

Duke, Charles R.

An approach to evaluating student writing that emphasizes reformulation and deemphasizes grades teaches students that reworking their writing is a necessary and acceptable part of the writing process. Reformulation is divided into rewriting, revising, and editing. The instructor diagnoses student papers to determine significant problems on a…

Sources of Writing Anxiety: A Study on French Language Teaching Students

ERIC Educational Resources Information Center

Aslim Yetis, Veda

2017-01-01

Conducted on French Language Teaching students, this research aims to determine the causes of writing anxiety. Designed in accordance with the mixed method, a writing anxiety inventory, a language proficiency exam, a retrospective composing-process questionnaire, a writing attitude scale and semi-structured interviews were used. After identifying…

Lessons Learned from the Collaborative Writing Process

ERIC Educational Resources Information Center

Bhavsar, Victoria; Ahn, Ruth

2013-01-01

We reflect on how to implement the instrumental aspect of collaborative writing in such a way that the developmental aspect of collaborative writing is maximally fostered, based on conditions necessary for socially constructed learning. We discuss four instrumental strategies that bolster mutual ownership of the writing and protect the social…

The Use of Computers to Aid the Teaching of Creative Writing.

ERIC Educational Resources Information Center

Sharples, Mike

1983-01-01

An analysis of the writing process is followed by a description of programs used in a computer-based creative writing scheme developed at Edinburgh University. An account of a project to study the program's effect on the creative writings of 11 year old pupils concludes the article. (EAO)

Computer Support for the Rhythms of Writing.

ERIC Educational Resources Information Center

Sharples, Mike

1994-01-01

Suggests that writing is a rhythmic activity. Claims that the combined effect of rapidly switching between composing and revising is to set up complex cycles of engagement and reflection that may disrupt the flow of composition. Describes "Writer's Assistant," a writing environment designed to study computer support for writing processes. Proposes…

More than Writing-to-Learn

ERIC Educational Resources Information Center

McDermott, Mark

2010-01-01

Writing-to-learn activities are designed to use writing as a process in which students generate and clarify understanding of scientific concepts for themselves, rather than simply communicating with a teacher for evaluation. Instead of having students parrot science facts back to the instructor, writing-to-learn activities focus on the production…

Ease into Writing. Volume 2.

ERIC Educational Resources Information Center

Lott, Carolyn, Ed.; Stone, Janet, Ed.

Addressing the expressed needs of the writing community, this book presents writing lessons for intermediate, middle school, and secondary school students that incorporate the 5-step writing process into content areas as a natural part of the curriculum. The 30 lessons in this book involve students in large and small groups and in individual…

Playwriting: Not Just for Dramatists.

ERIC Educational Resources Information Center

Robbins, Bruce

Playwriting gives students focused experience with dialogue, which is useful in many kinds of writing, and provides an avenue for process-based writing instruction. The assignment of writing plays allows students to try out various personae without risking direct self-identification. Students write more for one another than for the teacher,…

A Correlational Study of Special Education Teachers' Qualifications and Preferred Writing Instructional Strategy

ERIC Educational Resources Information Center

Holzhauer, Kim Elaine

2013-01-01

The purpose of the current quantitative correlational study was to investigate the relationship the qualifications of special education teachers and their preferred writing instruction method either formulaic or process writing. The study investigated the relationship between professional development in writing instruction, years of experience,…

Recycle, Reformulate, Reevaluate: The Three R's for Writing in the Language Classroom.

ERIC Educational Resources Information Center

Swenson, Barbara E.

A discussion of second language writing instruction illustrates how writing activities can be incorporated into regular classroom activities and outlines strategies for providing purpose, feedback, and assessment while integrating language skills and culture. Three stages in the writing process are identified: (1) recycling previous information…

Sharpening the Craft of Scientific Writing.

ERIC Educational Resources Information Center

Koprowski, John L.

1997-01-01

Describes a writing-intensive ecology course designed to foster the development of writing and critiquing skills early in the semester and immerse students in the peer-review process toward the end of the course. By critiquing other scientific papers, students gain insight into the effectiveness of their own writing while also increasing their…

How to Write About a Bumblebee--John Burroughs.

ERIC Educational Resources Information Center

Stock, Tom

1981-01-01

The personal comments of literary naturalist, John Burroughs, whose 60-year writing career began in the 1860s, can guide writing teachers today. Recommended techniques include literary walks, a fermentation process between contact with nature and writing about it, emphasis on clarity and truth, and keeping a journal. (NEC)

Fostering Topic Knowledge: Essential for Academic Writing

ERIC Educational Resources Information Center

Proske, Antje; Kapp, Felix

2013-01-01

Several researchers emphasize the role of the writer's topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation…

Process Writing and Communicative-Task-Based Instruction: Many Common Features, but More Common Limitations?

ERIC Educational Resources Information Center

Bruton, Anthony

2005-01-01

Process writing and communicative-task-based instruction both assume productive tasks that prompt self-expression to motivate students and as the principal engine for developing L2 proficiency in the language classroom. Besides this, process writing and communicative-task-based instruction have much else in common, despite some obvious…

Writing Regulation Processes in Higher Education: A Review of Two Decades of Empirical Research

ERIC Educational Resources Information Center

Sala-Bubaré, Anna; Castelló, Montserrat

2018-01-01

In Higher Education (HE), writers need to regulate their writing processes in order to achieve their communicative goals. Although critical for academic success and knowledge construction, writing regulation processes have been mainly researched in compulsory education rather than in HE, with no systematic review focused on this context. The…

[Low level auditory skills compared to writing skills in school children attending third and fourth grade: evidence for the rapid auditory processing deficit theory?].

PubMed

Ptok, M; Meisen, R

2008-01-01

The rapid auditory processing defi-cit theory holds that impaired reading/writing skills are not caused exclusively by a cognitive deficit specific to representation and processing of speech sounds but arise due to sensory, mainly auditory, deficits. To further explore this theory we compared different measures of auditory low level skills to writing skills in school children. prospective study. School children attending third and fourth grade. just noticeable differences for intensity and frequency (JNDI, JNDF), gap detection (GD) monaural and binaural temporal order judgement (TOJb and TOJm); grade in writing, language and mathematics. correlation analysis. No relevant correlation was found between any auditory low level processing variable and writing skills. These data do not support the rapid auditory processing deficit theory.

Skills for the literacy process.

PubMed

Côrrea, Kelli Cristina do Prado; Machado, Maria Aparecida Miranda de Paula; Hage, Simone Rocha de Vasconcellos

2018-03-01

Examine a set of competencies in children beginning the process of literacy and find whether there is positive correlation with their level of writing. Study conducted with 70 six-year-old students enrolled in the first year of Elementary School in municipal schools. The children were submitted to the Initial Reading and Writing Competence Assessment Battery (BACLE) and the Diagnostic Probing Protocol for classification of their level of writing. Descriptive statistical analysis and the Spearman coefficient were used for correlation between instruments. The students presented satisfactory performance in the tasks of the BACLE. Regarding the writing hypothesis, most children presented syllabic level with sound value. Significant positive correlation was observed between body scheme/time-space orientation and language skills. The group of schoolchildren performed satisfactorily on tests that measure pre-reading and writing skills. The areas of body scheme/time-space orientation and language presented significant correlation with the level of writing hypothesis, indicating that children with higher scores in these areas present better levels of writing. Identification of the necessary competencies for learning of reading and writing can provide teachers and educational audiology professionals with conditions for evaluation and early intervention in certain abilities for the development of reading and writing.

Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series.

PubMed

Jiménez, Juan E

This special issue of the Journal of Learning Disabilities focuses on studies of writing disabilities in Spanish-speaking children. The World Health Organization (2001) included writing difficulties as one of the problems considered to constitute an impediment to school participation, a significant element in the normal developmental process of the child. In this introduction, I describe the background of a larger project promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This special series offers recent findings on writing disabilities in Spanish-Speaking children within the UNESCO project. The pilot study was carried out in the Canary Islands, an autonomous Spanish region located between three continents and composed of seven islands in the Atlantic Ocean. Most of the current empirical evidence on writing disabilities comes from English, a language with deep orthography; therefore, it is very relevant to investigate the writing process in Spanish, a language with shallow, fine-grained orthography. Included are a number of articles that form a conspectus on writing disabilities in the Spanish language. Topics center on early grade writing assessment, prevalence of writing disabilities, handwriting and keyboarding, transcription and text generation, graphonomic and handwriting analysis, and instructional practices with an learning disabled population.

Expressive writing as a therapeutic process for drug-dependent women.

PubMed

Meshberg-Cohen, Sarah; Svikis, Dace; McMahon, Thomas J

2014-01-01

Although women with substance use disorders (SUDs) have high rates of trauma and posttraumatic stress, many addiction programs do not offer trauma-specific treatments. One promising intervention is Pennebaker's expressive writing, which involves daily, 20-minute writing sessions to facilitate disclosure of stressful experiences. Women (N = 149) in residential treatment completed a randomized clinical trial comparing expressive writing with control writing. Repeated-measures analysis of variance was used to document change in psychological and physical distress from baseline to 2-week and 1-month follow-ups. Analyses also examined immediate levels of negative affect following expressive writing. Expressive writing participants showed greater reductions in posttraumatic symptom severity, depression, and anxiety scores, when compared with control writing participants at the 2-week follow-up. No group differences were found at the 1-month follow-up. Safety data were encouraging: although expressive writing participants showed increased negative affect immediately after each writing session, there were no differences in pre-writing negative affect scores between conditions the following day. By the final writing session, participants were able to write about traumatic/stressful events without having a spike in negative affect. Results suggest that expressive writing may be a brief, safe, low-cost, adjunct to SUD treatment that warrants further study as a strategy for addressing posttraumatic distress in substance-abusing women.

Limitations of the dual-process-theory regarding the writing of words and non-words to dictation.

PubMed

Tucha, Oliver; Trumpp, Christian; Lange, Klaus W

2004-12-01

It is generally assumed that the lexical and phonological systems are involved in writing to dictation. In an experiment concerned with the writing of words and non-words to dictation, the handwriting of female students was registered using a digitising tablet. The data contradict the assumption that the phonological system represents an alexical process. Both words and non-words which were acoustically presented to the subjects were lexically parsed. The analysis of kinematic data revealed significant differences between the subjects' writing of words and non-words. The findings reveal gross disturbances of handwriting fluency during the writing of non-words. The findings of the experiment cannot be explained by the dual-process-theory.

The Writing Laboratory: Organization, Management, and Methods.

ERIC Educational Resources Information Center

Steward, Joyce S.; Croft, Mary K.

The four chapters of this book move from the history, philosophy, and approaches that writing laboratories encompass to a look at the many facets of their organization before treating in detail the actual teaching process and the practical elements of writing laboratory management. Chapter one notes the growth of writing labs and discusses…

Affective and Social Factors in a Project-Based Writing Course

ERIC Educational Resources Information Center

Kathpalia, Sujata Surinder; Heah, Carmel

2011-01-01

Much of the work in academic writing has focused on the cognitive rather than the affective and social aspects involved in project-based writing. Emphasis in past research has been on skills and processes of writing rather than on affective factors such as motivation, attitudes, feelings or social factors involving intrapersonal and interpersonal…

Writing as Learning: A Content-Based Approach.

ERIC Educational Resources Information Center

Rothstein, Evelyn; Lauber, Gerald

Based on the understanding that writing should not be confined to the language arts classroom, this book provides over 200 examples of how 12 different strategies can be used in kindergarten through high school classrooms. The writing strategies in the book demonstrate how writing can also be employed as a powerful tool for processing new…

Using Simulation to Teach Project Management in the Professional Writing Classroom

ERIC Educational Resources Information Center

Krause, Tim

2010-01-01

It hardly bears noting that when writing instructors teach professional writing they focus on helping students learn to analyze complex communication scenarios, conduct careful research to support their position, and to responsibly and succinctly apply the process of writing any number of supporting documents. Developing these skills are essential…

Teaching Content with the Help of Writing across the Curriculum

ERIC Educational Resources Information Center

Peterson, Shelley Stagg

2007-01-01

Throughout the decades, writing has been recognized as a process that helps learners to think more deeply about ideas and information they encounter through reading, listening, viewing, and physically experiencing the world around them. "Discovery writing," the type of writing over which students have some control of the format, topic, purpose,…

Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills

ERIC Educational Resources Information Center

Chittum, Jessica R.; Bryant, Lauren H.

2014-01-01

Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert & Spark, 2008; Singleton-Jackson, Lumsden, & Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005).…

Researching Writing Events: Using Mediated Discourse Analysis to Explore How Students Write Together

ERIC Educational Resources Information Center

Rish, Ryan M.

2015-01-01

This article addresses how mediated discourse theory and related analytical tools can be used to explore how students write together. Considered within a sociocultural framework that conceptualises writing as involving distributed, mediated and dialogic processes of invention, this article presents an investigation of how three high school…

Coherence in the Assessment of Writing Skills

ERIC Educational Resources Information Center

Walker, Robin; Riu, Carmen Perez

2008-01-01

Unhappy with the contradiction of teaching writing skills through a process-genre approach and testing them by means of a timed essay, the authors devised the Extended Writing Project (EWP) as an alternative evaluation mechanism. This requires students to write an extended text in consecutive sections that are drafted and revised with external…

Writing in the Business Professions.

ERIC Educational Resources Information Center

Kogen, Myra, Ed.

Assessing the current state of writing instruction for the business world as well as promising developments of theory and practice in this expanding field, this book contains 14 articles by nationally known leaders in this teaching specialty. The first section of the book, looking at the writing process as it applies to professional writing,…

Supporting English Language Learners' Writing Abilities: Exploring Third Spaces

ERIC Educational Resources Information Center

Assaf, Lori Czop

2014-01-01

Research on the sociocultural processes of writing and its impact on writing instruction in the middle grades has gained increased attention in educational research. Less attention has been devoted to research on writing with middle grade English learners (ELs) who are mainstreamed into English only classrooms. National assessment data, reports,…

Teaching the Use of Metaphor in Science Writing.

ERIC Educational Resources Information Center

Anderson, Philip M.; Sunstein, Bonnie S.

A freshman writing assignment sequence encouraged students to use metaphors to think their way through scientific topics, improving their writing skills in the process. The students were all women, aged 18 to 48 years, who had been journal writing for several months but who did not consider themselves competent readers or writers. Reading material…

Jumpstarting Junior Faculty Motivation and Performance with Focused Writing Retreats

ERIC Educational Resources Information Center

Girardeau, Laura; Rud, A. G.; Trevisan, Michael S.

2014-01-01

Faculty members are critical assets to universities, and large losses to institutions occur if they are not successful. Although institutions value publications and grants in the tenure process, newer professors receive little guidance in writing for these endeavors. Faculty writing retreats help apprentice professors in the craft of writing;…

Response to an Expository Writing Strategy across Middle School RtI Tiers

ERIC Educational Resources Information Center

Burke, Lisa; Poll, Gerard; Fiene, Judy

2017-01-01

Seventh grade students, varying in their literacy skills, from a suburban middle school in the United States were taught an expository writing strategy using the Self-Regulated Strategy Development approach. Using an AB design, the students participated in an eight-session expository writing intervention that taught the writing process. The…

The Effects of Computer Assisted Mediating Prompts on EFL Learners' Writing Ability

ERIC Educational Resources Information Center

Damavandi, Zahra Mousazadeh; Hassaskhah, Jaleh; Zafarghandi, Amir Mahdavi

2018-01-01

This study aims to examine the EFL learners' perception and process of writing development through using a digital storytelling tool, called "Storyjumper." To do so, 15 intermediate-level students were participants of the study. The participants' writing development was frequently assessed through a series of repeated writing tests…

The Variable-Credit College Writing Course.

ERIC Educational Resources Information Center

VanderBilt, Deborah; Nicolay, Theresa

The introductory writing course, English 101, at St. John Fisher College in Rochester, New York, has gone through several stages in the last decade, changing from a course emphasizing writing in the rhetorical modes to an issue-oriented interdisciplinary course, to, at the present time, a course focusing on the writing process and on collaborative…

Writing: Clearing the Mind for Action.

ERIC Educational Resources Information Center

Neff, Bonita Dostal

Many communication majors expect to do little written communication, since skill in oral communication is more developed if not preferred. Before a student writes or becomes engaged in the rational and logical process of evaluating writing, he or she is in the stage of clearing the mind for action. A non-rationalistic approach to writing seeks to…

Writing, Teaching, Learning: A Sourcebook.

ERIC Educational Resources Information Center

Graves, Richard L., Ed.

More than a sourcebook, this fourth (and retitled) edition of "Rhetoric and Composition" celebrates the writing-teaching process, reflecting the best writing about the teaching of writing published during the 1990s. Of the 32 essays in the book, only 7 appeared in the earlier editions; 25 of the essays are new to this sourcebook. All essays were…

Teamwork and Feedback: Broadening the Base of Collaborative Writing.

ERIC Educational Resources Information Center

Gebhardt, Richard

Many advocates of collaborative writing place too little emphasis on the emotional benefits of feedback to the writer by restricting group feedback to relatively late points in the writing process. Collaboration is as appropriate during the early stages of writing as it is after the completion of a draft. Students can receive feedback from…

Designing a Website to Support Students' Academic Writing Process

ERIC Educational Resources Information Center

Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen

2016-01-01

Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

Which Components of Working Memory Are Important in the Writing Process?

ERIC Educational Resources Information Center

Vanderberg, Robert; Swanson, H. Lee

2007-01-01

This study investigated the relationship between components of working memory (WM) and the macrostructure (e.g., planning, writing, and revision) and microstructure (e.g., grammar, punctuation) of writing. A battery of WM and writing measures were administered to 160 high-school students. Overall, hierarchical regression analyses showed that the…

Writing-to-Learn, Writing-to-Communicate, & Scientific Literacy

ERIC Educational Resources Information Center

Balgopal, Meena; Wallace, Alison

2013-01-01

Writing-to-learn (WTL) is an effective instructional and learning strategy that centers on the process of organizing and articulating ideas, as opposed to writing-to-communicate, which centers on the finished written product. We describe a WTL model that we have developed and tested with various student groups over several years. With effective…

From High School Writing to College Writing: A Case Study of University Freshmen in Transition

ERIC Educational Resources Information Center

Waner, Lisa Marie

2013-01-01

Students moving from high school writing to college writing are, from a sociocultural perspective, transitioning from one "community of practice" to another, from one "Discourse" to another (Gee, 1992; Wenger, 1998). This process can be difficult, not only for basic writers (Bartholomae, 1985; Shaughnessy, 1977) but also for…

College Writing: A Personal Approach to Academic Writing. Third Edition.

ERIC Educational Resources Information Center

Fulwiler, Toby

The affirmation of individual creativity in writing is what sets this book apart from other process-oriented rhetorics. Conversational in tone, the book's third edition boasts a writer-to-writer perspective that will put students at ease. The book "walks" students through the main elements of writing from discovery and research to…

The Writing Experiences and Beliefs of Secondary Teacher Candidates

ERIC Educational Resources Information Center

Daisey, Peggy

2009-01-01

Writing affords students an opportunity to clarify their thinking. Through the process of writing, students recognize what they know and what they still need to learn. Teachers need to provide positive writing experiences that promote student enjoyment, as well as help students to express themselves with clarity and power. The ability of a teacher…

Teaching Students How to Write a Description with Photos

ERIC Educational Resources Information Center

Chong, Ivan

2017-01-01

In writing instruction, teachers often struggle with developing engaging and interactive activities given constraints such as large classes and packed teaching schedules. A purposeful and appealing pre-task can energize the writing process and set the context for the subsequent writing task. With this purpose in mind, the author designed the…

The Role of Writing Pedagogy in Vocabulary Improvement

ERIC Educational Resources Information Center

Mirhassani, Seyyed Akbar; Samar, Reza Ghafar; Fattahipoor, Majid

2006-01-01

To improve and activate the vocabulary of EFL learners, an alternative to common advice in trying to use them in speech can be invited. As two quite different methodologies in writing pedagogy are process and product writing, it is of concern to find which holds more promise for the vocabulary improvement. Product writing pedagogy encompasses…

Invisible Writing: An Intervention for Examining Cognitive Processes in Composition.

ERIC Educational Resources Information Center

Blau, Sheridan

To demonstrate how discourse tasks can differ in their cognitive difficulties, students in a graduate course on the teaching of writing participated in a procedure called "invisible writing." The purpose was to show the students that as they took on more cognitively demanding writing tasks, their ability to produce coherent discourse…

Researching the Use of Voice Recognition Writing Software.

ERIC Educational Resources Information Center

Honeycutt, Lee

2003-01-01

Notes that voice recognition technology (VRT) has become accurate and fast enough to be useful in a variety of writing scenarios. Contends that little is known about how this technology might affect writing process or perceptions of silent writing. Explores future use of VRT by examining past research in the technology of dictation. (PM)

An Investigation of Three Chinese Students' English Writing Strategies

ERIC Educational Resources Information Center

Mu, Congjun; Carrington, Suzanne

2007-01-01

The purpose of this study is to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of second language writing strategies of Chinese students in an authentic…

Caldwell Community College and Technical Institute QEP: Writing across the Curriculum Professional Development Program

ERIC Educational Resources Information Center

Hampson, Margaret P.

2009-01-01

As part of its Southern Association of Colleges and Schools (SACS) reaffirmation process, Caldwell Community College (CCC) and Technical Institute's (TI) Quality Enhancement Plan (QEP), entitled "Enhancing Writing--Write On!" demonstrates the need to improve student writing through multifaceted interventions. The goals of CCC's and TI's…

Real-time capture of student reasoning while writing

NASA Astrophysics Data System (ADS)

Franklin, Scott V.; Hermsen, Lisa M.

2014-12-01

We present a new approach to investigating student reasoning while writing: real-time capture of the dynamics of the writing process. Key-capture or video software is used to record the entire writing episode, including all pauses, deletions, insertions, and revisions. A succinct shorthand, "S notation," is used to highlight significant moments in the episode that may be indicative of shifts in understanding and can be used in followup interviews for triangulation. The methodology allows one to test the widespread belief that writing is a valuable pedagogical technique, which currently has little directly supportive research. To demonstrate the method, we present a case study of a writing episode. The data reveal an evolution of expression and articulation, discontinuous in both time and space. Distinct shifts in the tone and topic that follow long pauses and revisions are not restricted to the most recently written text. Real-time writing analysis, with its study of the temporal breaks and revision locations, can serve as a complementary tool to more traditional research methods (e.g., speak-aloud interviews) into student reasoning during the writing process.

Process Writing and the Internet: Blogs and Ning Networks in the Classroom

ERIC Educational Resources Information Center

Boas, Isabela Villas

2011-01-01

In contrast to the product approach to writing, which is based on studying and replicating textual models, the process approach involves multiple and repeated steps that compel the writer to closely consider the topic, language, purpose for writing, and social reality of an audience. In addition to discussing the benefits of the process approach…

Practical Ideas for Teaching Writing as a Process at the High School and College Levels. 1997 Revised Edition.

ERIC Educational Resources Information Center

Olson, Carol Booth, Comp.

The concept of writing as process has revolutionized the way many view composition, and this book is organized by the stages of that process. Each section begins with a well-known author presenting specific techniques, followed by commentaries which include testimonials, applications of writing techniques, and descriptions of strategy…

Facilitating Scholarly Writing in Academic Medicine

PubMed Central

Pololi, Linda; Knight, Sharon; Dunn, Kathleen

2004-01-01

Scholarly writing is a critical skill for faculty in academic medicine; however, few faculty receive instruction in the process. We describe the experience of 18 assistant professors who participated in a writing and faculty development program which consisted of 7 monthly 75-minute sessions embedded in a Collaborative Mentoring Program (CMP). Participants identified barriers to writing, developed personal writing strategies, had time to write, and completed monthly writing contracts. Participants provided written responses to open-ended questions about the learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an audiotaped interview. Analysis of qualitative data using data reduction, data display, and conclusion drawing/verification showed that this writing program facilitated the knowledge, skills, and support needed to foster writing productivity. All participants completed at least 1 scholarly manuscript by the end of the CMP. The impact on participants’ future academic productivity requires long-term follow-up. PMID:14748862

Perceptual expertise: can sensorimotor experience change holistic processing and left-side bias?

PubMed

Tso, Ricky Van-yip; Au, Terry Kit-fong; Hsiao, Janet Hui-wen

2014-09-01

Holistic processing and left-side bias are both behavioral markers of expert face recognition. By contrast, expert recognition of characters in Chinese orthography involves left-side bias but reduced holistic processing, although faces and Chinese characters share many visual properties. Here, we examined whether this reduction in holistic processing of Chinese characters can be better explained by writing experience than by reading experience. Compared with Chinese nonreaders, Chinese readers who had limited writing experience showed increased holistic processing, whereas Chinese readers who could write characters fluently showed reduced holistic processing. This result suggests that writing and sensorimotor experience can modulate holistic-processing effects and that the reduced holistic processing observed in expert Chinese readers may depend mostly on writing experience. However, both expert writers and writers with limited experience showed similarly stronger left-side bias than novices did in processing mirror-symmetric Chinese characters; left-side bias may therefore be a robust expertise marker for object recognition that is uninfluenced by sensorimotor experience. © The Author(s) 2014.

Capturing the Experience: Reflections of Women With Breast Cancer Engaged in an Expressive Writing Intervention.

PubMed

Gripsrud, Birgitta Haga; Brassil, Kelly J; Summers, Barbara; Søiland, Håvard; Kronowitz, Steven; Lode, Kirsten

2016-01-01

Expressive writing has been shown to improve quality of life, fatigue, and posttraumatic stress among breast cancer patients across cultures. Understanding how and why the method may be beneficial to patients can increase awareness of the psychosocial impact of breast cancer and enhance interventional work within this population. Qualitative research on experiential aspects of interventions may inform the theoretical understanding and generate hypotheses for future studies. The aim of the study was to explore and describe the experience and feasibility of expressive writing among women with breast cancer following mastectomy and immediate or delayed reconstructive surgery. Seven participants enrolled to undertake 4 episodes of expressive writing at home, with semistructured interviews conducted afterward and analyzed using experiential thematic analysis. Three themes emerged through analysis: writing as process, writing as therapeutic, and writing as a means to help others. Findings illuminate experiential variations in expressive writing and how storytelling encourages a release of cognitive and emotional strains, surrendering these to reside in the text. The method was said to process feelings and capture experiences tied to a new and overwhelming illness situation, as impressions became expressions through writing. Expressive writing, therefore, is a valuable tool for healthcare providers to introduce into the plan of care for patients with breast cancer and potentially other cancer patient groups. This study augments existing evidence to support the appropriateness of expressive writing as an intervention after a breast cancer diagnosis. Further studies should evaluate its feasibility at different time points in survivorship.

"An adjective is a word hanging down from a noun": learning to write and students with learning disabilities.

PubMed

Harris, Karen R; Graham, Steve

2013-04-01

By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research.

How does the interaction between spelling and motor processes build up during writing acquisition?

PubMed

Kandel, Sonia; Perret, Cyril

2015-03-01

How do we recall a word's spelling? How do we produce the movements to form the letters of a word? Writing involves several processing levels. Surprisingly, researchers have focused either on spelling or motor production. However, these processes interact and cannot be studied separately. Spelling processes cascade into movement production. For example, in French, producing letters PAR in the orthographically irregular word PARFUM (perfume) delays motor production with respect to the same letters in the regular word PARDON (pardon). Orthographic regularity refers to the possibility of spelling a word correctly by applying the most frequent sound-letter conversion rules. The present study examined how the interaction between spelling and motor processing builds up during writing acquisition. French 8-10 year old children participated in the experiment. This is the age handwriting skills start to become automatic. The children wrote regular and irregular words that could be frequent or infrequent. They wrote on a digitizer so we could collect data on latency, movement duration and fluency. The results revealed that the interaction between spelling and motor processing was present already at age 8. It became more adult-like at ages 9 and 10. Before starting to write, processing irregular words took longer than regular words. This processing load spread into movement production. It increased writing duration and rendered the movements more dysfluent. Word frequency affected latencies and cascaded into production. It modulated writing duration but not movement fluency. Writing infrequent words took longer than frequent words. The data suggests that orthographic regularity has a stronger impact on writing than word frequency. They do not cascade in the same extent. Copyright © 2014 Elsevier B.V. All rights reserved.

Epiphany: The First Step Toward Change.

ERIC Educational Resources Information Center

Vivion, Michael J.

1986-01-01

Responds to Raymond Rodrigues's l985 "English Journal" article presenting reservations about a too-narrow and too-dogmatic definition and application of the writing process approach to the teaching of writing. Addresses concerns that the article would provide ammunition from the traditionalists and that new writing process converts would find…

Teaching the Process Approach in Poland.

ERIC Educational Resources Information Center

Carter, Ronnie D.

Members of the Polish faculty at the English Institute (Poland) primarily use English as a second language (ESL) techniques to teach writing, with grammar and idiom drills, and little writing beyond the sentence level. An American professor, on the other hand, used a process approach to teach writing by providing specific instructions about…

Understanding the Writing Process through Brain Hemisphere Neurology.

ERIC Educational Resources Information Center

Hogge, Joan Ellet

Acknowledging that ordering, spatial orientation, and synthesis are important properties in achieving clarity in writing, a study investigated the biological influences on students' writing processes and ways to help writers produce more coherent written products. Subjects, two males and four females ranging in age from 19 to 40, were tested using…

Keystroke Logging in Writing Research: Using Inputlog to Analyze and Visualize Writing Processes

ERIC Educational Resources Information Center

Leijten, Marielle; Van Waes, Luuk

2013-01-01

Keystroke logging has become instrumental in identifying writing strategies and understanding cognitive processes. Recent technological advances have refined logging efficiency and analytical outputs. While keystroke logging allows for ecological data collection, it is often difficult to connect the fine grain of logging data to the underlying…

Today's Technologies Enhance Writing in Mathematics

ERIC Educational Resources Information Center

Cooper, Amy

2012-01-01

It is widely accepted that including writing activities in the learning process positively impacts student achievement and leads to greater depth of student understanding. This writing is often missing in the math classroom though, when the focus is misplaced on rote procedures. In these classrooms students learn mathematical processes but have…

Write-Headed Books.

ERIC Educational Resources Information Center

Ohanian, Susan

1998-01-01

Notes that emphasis on the writing process has produced books on the subject of students as authors. Discusses several recent books with that theme. Suggests that teachers can encourage kids to become writers by finding books that will "knock their socks off" instead of books that promote propaganda about writing as a process. Provides…

Ethical Reasoning: A Heuristic Approach for Business Educators.

ERIC Educational Resources Information Center

Molberg, Diane R.

For the teaching of business report writing, ethical reasoning can be used as a heuristic for thinking that will encourage a more effective communication pattern for business students. Writing processes can be applied to thinking processes to help students approach theoretical concepts, make decisions, and write more effective business reports. A…

Experiential self-focus writing as a facilitator of processing an interpersonal hurt.

PubMed

Liao, Kelly Yu-Hsin; Wei, Meifen; Russell, Daniel W; Abraham, W Todd

2012-10-01

This study examined the effects of experiential self-focus writing on changes in psychological outcomes (i.e., unforgiveness and negative affect) after an interpersonal hurt and the buffering effects of experiential self-focus writing on the association between anger rumination and these psychological outcomes. A sample of 182 college students who had experienced interpersonal hurt were randomly assigned to either the experiential self-focus writing condition, in which participants wrote about their feelings and experiences related to the hurt, or to a control writing condition in which they wrote about a recent neutral event. Latent growth curve analyses indicated that changes in unforgiveness over time did not differ between the experiential self-focus writing and the control writing conditions. However, relative to the control writing condition, negative affect decreased faster during writing and increased more slowly at follow-ups in the experiential self-focus writing condition. The results supported the hypothesis that negative affect resulting from an interpersonal hurt would significantly decrease over time among participants in the experiential self-focus writing group compared with the control group. Implications of experiential self-focus writing for interpersonal hurt and directions for future studies are discussed. © 2012 Wiley Periodicals, Inc.

Writing an academic essay: a practical guide for nurses.

PubMed

Booth, Y

Writing academic essays can be a major hurdle and source of anxiety for many students. Fears and misconceptions relating to this kind of writing can be dispelled if the task is approached in a logical and systematic manner. This article outlines the key steps involved in successfully completing an essay and provides some practical tips to facilitate critical and analytical writing. These steps are: analysing the task; exploring the subject; planning the essay; writing the account; and revising the drafts. Although this process is challenging, academic writing is a means of developing both personally and professionally.

A Doctoral Student of Physics Writing for Publication: A Sociopolitically-Oriented Case Study

ERIC Educational Resources Information Center

Li, Yongyan

2006-01-01

This is a sociopolitically-oriented qualitative case study [Casanave, C. P. (2003). Looking ahead to more sociopolitically-oriented case study research in L2 writing scholarship (But should it be called "post-process"?). "Journal of Second Language Writing," 12, 85-102.] of the writing-for-publication experience of an NNSE (nonnative speaker of…

Integrating Critical Thinking into the Assessment of College Writing

ERIC Educational Resources Information Center

McLaughlin, Frost; Moore, Miriam

2012-01-01

When writing teachers at any level get together to assess student essays, they often disagree in their evaluations of the writing at hand. This is no surprise as writing is a complex process, and in evaluating it, teachers go through a complex sequence of thoughts before emerging with an overall assessment. Critical thinking, or the complexity of…

Composing for the Left Hand: Writing Activities for the Intermediate Grades.

ERIC Educational Resources Information Center

Blake, Robert W.

This paper cites descriptions, by professional writers, of two stages in the composing process that appear to correspond with the two modes of mental activity separately controlled by the hemispheres of the brain. The stage of writing a first draft involves unconscious, personal, irrational, intuitive writing which may be called "writing for the…

Improving the Validity and Reliability of Large Scale Writing Assessment.

ERIC Educational Resources Information Center

Fenton, Ray; Straugh, Tom; Stofflet, Fred; Garrison, Steve

This paper examines the efforts of the Anchorage School District, Alaska, to improve the validity of its writing assessment as a useful tool for the training of teachers and the characterization of the quality of student writing. The paper examines how a number of changes in the process and scoring of the Anchorage Writing Assessment affected the…

The New Writing Pedagogy

ERIC Educational Resources Information Center

Pascopella, Angela; Richardson, Will

2009-01-01

It's been almost 40 years since the teaching of writing in schools had its last major shift, a move to an emphasis on the "writing process," which still holds sway in most classrooms today. But with the advent of Web-based social networking tools like blogs and wikis, YouTube and Facebook, it may be that the next revision of writing pedagogy is…

A Review of Teaching Sentence-Level Writing Skills to Students with Writing Difficulties and Learning Disabilities

ERIC Educational Resources Information Center

Datchuk, Shawn M.; Kubina, Richard M.

2013-01-01

Students with writing difficulties and learning disabilities struggle with many aspects of the writing process, including use of sentence-level skills. This literature review summarizes results from 19 published articles that used single-case or group-experimental and quasi-experimental designs to investigate effects of intervention on the…

Overcoming Fear and Loathing in Advertising Copywriting Courses.

ERIC Educational Resources Information Center

Pearce, R. Charles

Writing techniques espoused by Peter Elbow, applied to the teaching of writing in advertising copywriting classes can help students develop into better writers, generating better copy ideas. The shift of focus from writing a finished piece the first time to concentrating on the process of writing allows for a freer flow of ideas and creativity.…

Revision Strategies for Adolescent Writers: Moving Students in the Write Direction

ERIC Educational Resources Information Center

Borgese, Jolene; Heyler, Dick; Romano, Stephanie

2011-01-01

For many secondary students, writing effectively is the most elusive of the critical literacy skills needed for college and career readiness. And for many teachers, revision is the most difficult part of the writing process to tackle. How can adolescent writers be guided to revisit their work, to identify the weaknesses in their writing drafts,…

Partners in Crime: Integrating Forensic Science and Writing

ERIC Educational Resources Information Center

Hein, Erik

2006-01-01

Forensic science lends itself to many academic areas. Aside from the science itself, writing plays a major role in the investigation process as well as in the courtroom. It is paramount that students learn how to write proficiently when recording results or writing evaluations and reports, just as forensic scientists do. This can also be done…

Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices

ERIC Educational Resources Information Center

Chang, Mary K.; Rao, Kavita; Stewart, Maria L.; Farley, Cynthia A.; Li, Katherine

2016-01-01

In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the…

"Things Fall Apart so They Can Fall Together": Uncovering the Hidden Side of Writing a Teaching Award Application

ERIC Educational Resources Information Center

McCormack, Coralie; Vanags, Thea; Prior, Robyn

2014-01-01

Teaching awards are now common practice in higher education. However, few award applicants and their writing guides have investigated their experience of writing a teaching award application, a writing process recognised as different from that required in research publication. To systematically research and analyse their personal experiences two…

ADHD and Writing Learning Disabilities: Overlapping Disorders and Educational Implications

ERIC Educational Resources Information Center

Rodríguez, Celestino; Areces, Débora; García, Trinidad; Cueli, Marisol; Loew, Stephen J.; González-Castro, Paloma

2015-01-01

In this review, we discuss the historic evolution of ADHD research up until the present, and explain the actual theoretical models of writing in relation to ADHD and attention. Given the characterization of writing as a recursive process, and in order to show its relationship with attention disorders, examples of applicable writing models are also…

The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles

ERIC Educational Resources Information Center

Wahyuni, Sri

2017-01-01

Feedback provision in the process of writing has been believed that it is beneficial. However, different strategies of providing feedback may affect differently on writing quality of students. This study aimed at investigating the effect of different feedback provision on the writing quality of students having different cognitive styles. By…

The Quarterly of the National Writing Project, 2001.

ERIC Educational Resources Information Center

Bauman, Amy, Ed.; Peterson, Art, Ed.

2001-01-01

Articles in this publication address the writing process, teaching writing, and research on the teaching of writing, and take the form of personal experience or opinion, or explore the work of others who have contributed to the field. Articles in the first issue of this volume include: "It's a Frame-Up: Helping Students Devise Beginnings and…

Using a Focus on Revision to Improve Students' Writing Skills

ERIC Educational Resources Information Center

O'Neill, Kathryn S.; Gravois, Renée

2017-01-01

The ability to write clearly and correctly is essential for students both in college and as they enter the workforce. One challenge we find in coaching student writing is that students shy away from engaging fully with writing as a process, especially with revising their drafts. It is important across Business courses, not just in Business…

Can Teachers' Images of Good Writing Conflict with Goals of Process Writing?

ERIC Educational Resources Information Center

McCarthey, Sarah J.

This paper explores the nature of a fifth/sixth grade New York City teacher's image of good writing, its effect on teacher-student interactions, and its influence on students. These three aspects are interwoven through a discussion of writing from personal experience, selecting a particular form for a specific audience, and including elements of…

"Spinach to Chocolate": Changing Awareness and Attitudes in ESL Writing Teachers.

ERIC Educational Resources Information Center

Winer, Lise

1992-01-01

Data from student journals in an English-as-a-Second-Language writing practicum are used to trace the process by which practice of and reflection on specific activities change awareness of and attitudes toward writing and the teaching of writing. The paper demonstrates the necessity of integrating training and development in teacher education.…

The Quarterly of the National Writing Project, 1998.

ERIC Educational Resources Information Center

Loofbourrow, Peggy Trump, Ed.; Peterson, Art, Ed.; Barber, Roxanne, Ed.

1998-01-01

Articles in this publication address the writing process, teaching writing, and research on the teaching of writing, and take the form of personal experience or opinion, or explore the work of others who have contributed to the field. Articles in first issue in this volume include: "The Now of School" (Rochelle Ramay); "Revising Revision: How My…

The Quarterly of the National Writing Project, 1997.

ERIC Educational Resources Information Center

Loofbourrow, Peggy Trump, Ed.; Peterson, Art, Ed.

1997-01-01

Articles in this publication address the writing process, teaching writing, and research on the teaching of writing, and take the form of personal experience or opinion, or explore the work of others who have contributed to the field. Articles in the first issue of this volume include: "What the Children Convey: On Matters of Time, Talk, and…

The Effect of Digital Storytelling in Improving the Third Graders' Writing Skills

ERIC Educational Resources Information Center

Yamac, Ahmet; Ulusoy, Mustafa

2016-01-01

The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with…

The Oral Language Process in Writing: A Real-Life Writing Session.

ERIC Educational Resources Information Center

Shuy, Roger W.; Robinson, David G.

1990-01-01

Analyzes a real-life writing session involving a male executive in the construction business, his female secretary, and a male representing himself as a state official, working collaboratively to write a letter to a state official urging action on a long overdue claim. Discusses the quality of the drafts and the participants' roles. (KEH)

Enhancing Writing Self-Efficacy Beliefs of Students with Learning Disabilities Improves Their Writing Processes and Products

ERIC Educational Resources Information Center

de Caso, Ana Maria; Garcia, Jesus Nicasio; Diez, Carmen; Robledo, Patricia; Alvarez, Maria Lourdes

2010-01-01

Introduction: The use of self efficacy has been suggested as an effective classroom intervention procedure. The present research examined the use of self-efficacy training on the writing of Spanish elementary student with learning disabilities. Objectives: We present a research study focused on the improvement of the writing product and the…

Summary Writing in Academic Contexts: Implicating Meaning in Processes of Change

ERIC Educational Resources Information Center

Hood, Susan

2008-01-01

The practice of summary writing from source texts has long been a core activity in academic writing programs. When described as precis writing, textbooks focusing on teaching this skill date back to the second half of the nineteenth century. In current guidelines, students are typically asked to demonstrate an understanding of the key meanings…

Expressive Writing as a Therapeutic Process for Drug Dependent Women

PubMed Central

Meshberg-Cohen, Sarah; Svikis, Dace; McMahon, Thomas J

2013-01-01

Background Although women with Substance Use Disorders (SUD) have high rates of trauma and post-traumatic stress, many addiction programs do not offer trauma-specific treatments. One promising intervention is Pennebaker’s expressive writing, which involves daily, 20-minute writing sessions to facilitate disclosure of stressful experiences. Methods Women (N = 149) in residential treatment completed a randomized clinical trial comparing expressive writing to control writing. Repeated measures analysis of variance was used to document change in psychological and physical distress from baseline to 2-week and 1-month follow-ups. Analyses also examined immediate levels of negative affect following expressive writing. Results Expressive writing participants showed greater reductions in post-traumatic symptom severity, depression, and anxiety scores, when compared to control writing participants at the 2-week follow-up. No group differences were found at the 1-month follow-up. Safety data were encouraging; while expressive writing participants showed increased negative affect immediately after each writing session, there were no differences in pre-writing negative affect scores between conditions the following day. By the final writing session, participants were able to write about traumatic/stressful events without having a spike in negative affect. Conclusions Results suggest expressive writing may be a brief, safe, low cost, adjunct to SUD treatment that warrants further study as a strategy for addressing post-traumatic distress in substance-abusing women. PMID:24588298

The Foreign Language Writer's Strategic Behaviour in the Allocation of Time to Writing Processes

ERIC Educational Resources Information Center

Roca de Larios, Julio; Manchon, Rosa; Murphy, Liz; Marin, Javier

2008-01-01

Although composing has long been recognised as recursive, so far there have been few studies on the temporal dimension of writing processes. This is regrettable given that one might expect the predominance of certain processes at different stages of writing at the expense of others and/or differences among writers with respect to the duration and…

Exploring the Writing Process of Indonesian EFL Students: The Effectiveness of Think-Aloud Protocol

ERIC Educational Resources Information Center

Abas, Imelda Hermilinda; Aziz, Noor Hashima Abd

2016-01-01

The objectives of this study were to explore the writing process of the Indonesian English as a Foreign Language (EFL) students and to find out the effectiveness of using think-aloud protocol to understand the writing process. The data were obtained from six proficient EFL students who were doing Postgraduate English Language Studies Program in…

Elements of Style and an Advanced ESL Student: The Case of Jun Shan Zhang.

ERIC Educational Resources Information Center

Ryan, Patrick

Despite educators' efforts to understand the process of composition, writing remains a mercurial process difficult to see or describe, even partially. Writing is a process even more difficult to grasp when the writer is possessed of a language--Chinese, for example--and must rely on that language to take possession of and write in a second…

Exploring the Feasibility of Using Writing Process Features to Assess Text Production Skills. Research Report. ETS RR-15-26

ERIC Educational Resources Information Center

Deane, Paul; Zhang, Mo

2015-01-01

In this report, we examine the feasibility of characterizing writing performance using process features derived from a keystroke log. Using data derived from a set of "CBAL"™ writing assessments, we examine the following research questions: (a) How stable are the keystroke timing and process features across testing occasions?; (b) How…

The composing process in technical communications

NASA Technical Reports Server (NTRS)

Hertz, V. L.

1981-01-01

The theoretical construct under which technical writing exercises operate and results from a survey distributed to a random sample of teachers of technical writing are described. The survey, part of a study to develop materials that did not stress prescriptive formats, drew on diverse elements in report writing to enhance writing as a process. Areas of agreement and disagreement related to problem solving, paper evaluation, and individualizing instruction were surveyed. Areas of concern in contemplating the composition process include: (1) the need to create an environment that helps students want to succeed, (2) the role of peer group activity in helping some students who might not respond through lecture or individual study, and (3) encouraging growth in abilities and helping motivate students' interest in writing projects through relevant assignments or simulations students perceive as relevant.

Time-resolved scanning Kerr microscopy of flux beam formation in hard disk write heads

NASA Astrophysics Data System (ADS)

Valkass, Robert A. J.; Spicer, Timothy M.; Burgos Parra, Erick; Hicken, Robert J.; Bashir, Muhammad A.; Gubbins, Mark A.; Czoschke, Peter J.; Lopusnik, Radek

2016-06-01

To meet growing data storage needs, the density of data stored on hard disk drives must increase. In pursuit of this aim, the magnetodynamics of the hard disk write head must be characterized and understood, particularly the process of "flux beaming." In this study, seven different configurations of perpendicular magnetic recording (PMR) write heads were imaged using time-resolved scanning Kerr microscopy, revealing their detailed dynamic magnetic state during the write process. It was found that the precise position and number of driving coils can significantly alter the formation of flux beams during the write process. These results are applicable to the design and understanding of current PMR and next-generation heat-assisted magnetic recording devices, as well as being relevant to other magnetic devices.

Drafting and acting on feedback supports student learning when writing essay assignments.

PubMed

Freestone, Nicholas

2009-06-01

A diverse student population is a relatively recent feature of the higher education system in the United Kingdom. Consequently, it may be thought that more "traditional" types of assessment based around essay writing skills for science undergraduates may be of decreasing value and relevance to contemporary students. This article describes a study in which the process of feedback on, and associated redrafting of, an essay was closely supervised to improve essay writing skills and subsequent exam performance. The results of this study show that students can significantly improve their learning and academic performance, as assessed by final examination mark, by a process that more closely mimics a "real-world" situation of review and redrafting. Additionally, the data show that students benefit from feedback only when this is used appropriately by the student. The article also discusses the continuing importance and relevance of essay writing skills so that writing, and acting upon feedback to do with that writing, remains an integral part of the process of learning.

Predictors of writing competence in 4- to 7-year-old children.

PubMed

Dunsmuir, Sandra; Blatchford, Peter

2004-09-01

This longitudinal study sought to improve understanding of the factors at home and school that influence children's attainment and progress in writing between the ages of 4 and 7 years. (i) To investigate the relationship between home variables and writing development in preschool children; (ii) to determine associations between child characteristics and writing development (iii) to conduct an analysis of the areas of continuity and discontinuity between variables at home and at school, and influences on subsequent writing development. Sixty children attending four urban primary schools participated in this study. Semi-structured interviews, questionnaires, observation schedules and standardized assessments were used. Writing samples were collected each term. Associations between measures and continuity over time were assessed using multiple regression analysis. Preschool variables that were found to be significantly associated with writing proficiency at school entry included mother's educational level, family size, parental assessment of writing and a measure of home writing. Child characteristics, skills and competencies were measured at school entry and those found to be significantly associated with writing at 7 years included season of birth, vocabulary score, pre-reading skills, handwriting and proficiency in writing name. The only preschool variable that maintained its significant relationship to writing at 7 years was home writing. Teacher assessments of pupil attitudes to writing were consistently found to be significantly associated with writing competence. This comprehensive study explored the complex interaction of cognitive, affective and contextual processes involved in learning to write, and identified specific features of successful writers. Results are discussed in relation to educational policy and practice issues.

Effects of Emotion on Writing Processes in Children

ERIC Educational Resources Information Center

Fartoukh, Michael; Chanquoy, Lucile; Piolat, Annie

2012-01-01

The aim of this study was to analyze the consequences of emotion during narrative writing in accordance with Hayes's model. In this model, motivation and affect have an important role during the writing process. Moreover, according to the emotion-cognition literature, emotions are thought to create interferences in working memory, resulting in an…

Drawing, Talking, and Writing: Rethinking Writing Development. Occasional Paper No. 3.

ERIC Educational Resources Information Center

Dyson, Anne Haas

A study investigated one way in which teachers can focus on more than children's products and writing processes by examining their social processes as well, specifically the health of the classroom communities and the individual children's comfort within those communities. Under the supervision of the same teacher, "journal time" in…

"Poetry Makes Nothing Happen:" Creative Writing and the English Classroom

ERIC Educational Resources Information Center

Morgan, Wendy

2006-01-01

This paper examines the processes of creative writing, exploring in particular how intuition and analysis, unconscious and conscious, work together, and how the social and the personal are involved in these processes. The author discusses her experience of writing a sustained narrative poem with lyrical elements, and then as a teacher-educator…

Introducing the Process into Tertiary Level ESP Writing Classes.

ERIC Educational Resources Information Center

Rea, Simon; Brewster, Eric

1993-01-01

Insights from first- and second-language learning research have been used to help prepare a process-based writing course for large nonnative speaker classes at a commercial and technical university in Austria. Methods used during the 21-hour course are described, including think-aloud writing tapes. (Contains 32 references.) (Author/LB)

Indonesian EFL Students' Perspective on Writing Process: A Pilot Study

ERIC Educational Resources Information Center

Hermilinda Abas, Imelda; Aziz, Noor Hashima Abd

2016-01-01

The study was aimed at understanding the EFL Indonesian students' perspective on the writing process. The pilot study involved two male Indonesian postgraduate students in Universiti Utara Malaysia. The Indonesian students were selected based on the following criteria: (1) had enough knowledge in English writing, indicated by the completion of…

Embodied Learning and Creative Writing: An Action Research Study

ERIC Educational Resources Information Center

Tobin, Jennifer Ann

2012-01-01

This action research study used narrative analysis to explore the role of the body in the writing process of creative writers. Specifically, the purpose of this action research study was threefold: it was first to examine how professional creative writers describe their writing process with particular attention to their perceptions of the role and…

Writing Process Products in Intermediate-Grade Children with and without Language-Based Learning Disabilities

ERIC Educational Resources Information Center

Koutsoftas, Anthony D.

2016-01-01

Purpose: Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Method: Sixty-four…

The neural basis for writing from dictation in the temporoparietal cortex.

PubMed

Roux, Franck-Emmanuel; Durand, Jean-Baptiste; Réhault, Emilie; Planton, Samuel; Draper, Louisa; Démonet, Jean-François

2014-01-01

Cortical electrical stimulation mapping was used to study neural substrates of the function of writing in the temporoparietal cortex. We identified the sites involved in oral language (sentence reading and naming) and writing from dictation, in order to spare these areas during removal of brain tumours in 30 patients (23 in the left, and 7 in the right hemisphere). Electrostimulation of the cortex impaired writing ability in 62 restricted cortical areas (.25 cm2). These were found in left temporoparietal lobes and were mostly located along the superior temporal gyrus (Brodmann's areas 22 and 42). Stimulation of right temporoparietal lobes in right-handed patients produced no writing impairments. However there was a high variability of location between individuals. Stimulation resulted in combined symptoms (affecting oral language and writing) in fourteen patients, whereas in eight other patients, stimulation-induced pure agraphia symptoms with no oral language disturbance in twelve of the identified areas. Each detected area affected writing in a different way. We detected the various different stages of the auditory-to-motor pathway of writing from dictation: either through comprehension of the dictated sentences (word deafness areas), lexico-semantic retrieval, or phonologic processing. In group analysis, barycentres of all different types of writing interferences reveal a hierarchical functional organization along the superior temporal gyrus from initial word recognition to lexico-semantic and phonologic processes along the ventral and the dorsal comprehension pathways, supporting the previously described auditory-to-motor process. The left posterior Sylvian region supports different aspects of writing function that are extremely specialized and localized, sometimes being segregated in a way that could account for the occurrence of pure agraphia that has long-been described in cases of damage to this region. Copyright © 2013 Elsevier Ltd. All rights reserved.

Capturing the Experience: Reflections of Women with Breast Cancer Engaged in an Expressive Writing Intervention

PubMed Central

Gripsrud, Birgitta Haga; Brassil, Kelly J; Summers, Barbara; Søiland, Håvard; Kronowitz, Steven; Lode, Kirsten

2015-01-01

Background Expressive writing has been shown to improve quality of life, fatigue, and post-traumatic stress among breast cancer patients across cultures. Understanding how and why the method may be beneficial to patients can increase awareness of the psychosocial impact of breast cancer and enhance interventional work within this population. Qualitative research on experiential aspects of interventions may inform the theoretical understanding, and generate hypotheses for future studies. Aim To explore and describe the experience and feasibility of expressive writing among women with breast cancer following mastectomy and immediate or delayed reconstructive surgery. Methods Seven participants enrolled to undertake 4 episodes of expressive writing at home, with semi-structured interviews conducted afterwards and analyzed using experiential thematic analysis. Results Three themes emerged through analysis: writing as process, writing as therapeutic, and writing as a means to help others. Implications for practice This study augments existing evidence to support the appropriateness of expressive writing as an intervention after a breast cancer diagnosis. Further studies should evaluate its feasibility at different time points in survivorship. Conclusions Findings illuminate experiential variations in expressive writing and how storytelling encourages a release of cognitive and emotional strains, surrendering these to reside in the text. The method was said to process feelings and capture experiences tied to a new and overwhelming illness situation, as impressions became expressions through writing. Expressive writing, therefore, is a valuable tool for health care providers to introduce into the plan of care for patients with breast cancer, and potentially other cancer patient groups. PMID:26390074

[Influence of the recording interval and a graphic organizer on the writing process/product and on other psychological variables].

PubMed

García Sánchez, Jesús N; Rodríguez Pérez, Celestino

2007-05-01

An experimental study of the influence of the recording interval and a graphic organizer on the processes of writing composition and on the final product is presented. We studied 326 participants, age 10 to 16 years old, by means of a nested design. Two groups were compared: one group was aided in the writing process with a graphic organizer and the other was not. Each group was subdivided into two further groups: one with a mean recording interval of 45 seconds and the other with approximately 90 seconds recording interval in a writing log. The results showed that the group aided by a graphic organizer obtained better results both in processes and writing product, and that the groups assessed with an average interval of 45 seconds obtained worse results. Implications for educational practice are discussed, and limitations and future perspectives are commented on.

Discovery of the Self through the Writing Process: Autobiography as a Heuristic of Identity.

ERIC Educational Resources Information Center

Pitts, Mary Ellen

Although the recent thrust toward writing as interaction with a text has led to de-emphasis of personal-experience writing per se, autobiography, if approached in the context of textuality (in Roland Barthes's sense), can provide a model for writing as a means of discovering one's identity--of interacting with life as text and with the written…

Texts of Our Institutional Lives: SATs for Writing Placement--A Critique and Counterproposal

ERIC Educational Resources Information Center

Isaacs, Emily; Molloy, Sean A.

2010-01-01

Focusing on writing placement at a particular university, the authors analyze the limits of SAT tests as a tool in this process. They then describe the writing program's adoption of a supplementary measure: a faculty committee's review of essays by students who may need to be reassigned to a different writing course. They describe how and why a…

Investigation of the Influence of a Writing-to-Learn Assignment on Student Understanding of Polymer Properties

ERIC Educational Resources Information Center

Finkenstaedt-Quinn, Solaire A.; Halim, Audrey S.; Chambers, Timothy G.; Moon, Alena; Goldman, R. S.; Gere, Anne Ruggles; Shultz, Ginger V.

2017-01-01

We conducted a study to examine how a writing-to-learn assignment influenced student learning of polymer behavior. In particular, we examined the role of specific content and a rhetorical framework as well as a structured writing process including peer review and revision. The student-generated writing was analyzed via a content-directed rubric.…

How Do Movements to Produce Letters Become Automatic during Writing Acquisition? Investigating the Development of Motor Anticipation

ERIC Educational Resources Information Center

Kandel, Sonia; Perret, Cyril

2015-01-01

Learning how to write involves the automation of grapho-motor skills. One of the factors that determine automaticity is "motor anticipation." This is the ability to write a letter while processing information on how to produce following letters. It is essential for writing fast and smoothly. We investigated how motor anticipation…

Whose Writing Is it Anyway?: Issues of Control in the Teaching of Writing

ERIC Educational Resources Information Center

Fisher, Ros

2006-01-01

In the UK, teachers have moved from a process approach to the teaching of writing to a more didactic and objectives led programme. This has given rise to concerns about the suppression of creativity and enjoyment. Writing is a convention bound activity where spelling, punctuation and expectations about different text types imply a right and wrong…

Democratizing Academic Writing: A Revision of an Experience of Writing an Autoethnographic Dissertation in Color

ERIC Educational Resources Information Center

Polanco, Marcela

2013-01-01

In this paper, I revise my experience of writing an autoethnographic (Ellis, 2004) dissertation in the field of family therapy as a Colombian mestiza. I discuss how I grappled with my writing, and, in the process, stumbled into matters of democratizing texts. I problematize male-dominant academic standards, telling of the tensions when maneuvering…

A Community of Writers: Peer Tutor Training for Writing Center Techniques Which Foster Dialogue in the Writing Process.

ERIC Educational Resources Information Center

Houston, Linda; Johnson, Candice

After much trial and error, the Agricultural Technical Institute of the Ohio State University (ATI/OSO) discovered that training of writing lab tutors can best be done through collaboration of the Writing Lab Coordinator with the "Development of Tutor Effectiveness" course offered at the institute. The ATI/OSO main computer lab and…

How the Writing Context Shapes College Students' Strategies for Writing from Sources. Technical Report No. 16.

ERIC Educational Resources Information Center

Nelson, Jennie; Hayes, John R.

Observing the composing processes of students working over real time in naturalistic settings, two exploratory studies asked: (1) What skills and assumptions do freshman and advanced writers invoke when they are searching for information to be used in writing? (2) What strategies and goals do students bring to a typical writing-from-sources task…

Evidence of Two Theoretical Models Observed in Young Children with Disabilities Who Are Beginning to Learn to Write

ERIC Educational Resources Information Center

Staples, Amy; Edmister, Evette

2012-01-01

This study examined the composing process and communication of students aged 5-8 identified with intellectual disabilities. An open-ended writing activity called Big Paper was implemented at least once every 2 weeks for a 6-month period. Qualitative methods were utilized to analyze writing samples, videotapes of writing sessions, and transcripts…

A Comparative Study of Paper-and-Pen versus Computer-Delivered Assessment Modes on Students' Writing Quality: A Singapore Study

ERIC Educational Resources Information Center

Cheung, Yin Ling

2016-01-01

Much research has been conducted to investigate the quality of writing and high-level revisions in word processing-assisted and pen-and-paper writing modes. Studies that address cognitive aspects, such as experience and comfort with computers, by which students compose essays during writing assessments have remained relatively unexplored. To fill…

Writing-Reading Relationships: Effectiveness of Writing Activities as Pre-Reading Tasks to Enhance L2 Inferential Reading Comprehension

ERIC Educational Resources Information Center

Wickramaarachchi, Thilina Indrajie

2014-01-01

The study examines the interaction between reading and writing processes in general and more specifically the impact of pre-reading tasks incorporating writing tasks (referred to as "prw tasks") in helping the development of inferential reading comprehension. A sample of 70 first year ESL students of the University of Kelaniya were…

Basic English Writing: An Experimental Course Structure against Semantic Misinterpretation in Undergraduate Student Writing

ERIC Educational Resources Information Center

In, Fan-yu; Liao, Hui-Chuan

2008-01-01

Course designs for Basic English Writing classes vary from one course to another. The objective of this study was to investigate the semantic misinterpretation of English words found in the English compositions written by native-Chinese-speaking undergraduate students and to overcome if such a barrier occurred in the process of writing. First,…

Addressing An Audience: A Study of Expert-Novice Differences in Writing. Technical Report No. 3.

ERIC Educational Resources Information Center

Atlas, Marshall A.

To investigate differences in the writing processes of novice and expert writers, a test of writing skills was developed that required subjects to write a business letter in defense of a particular system of public transportation in response to a letter objecting to that system. In the first of three experiments, significant differences were found…

The Writing of Chinese Characters by CFL Learners: Can Writing on Facebook and Using Machine Translation Help?

ERIC Educational Resources Information Center

Zhang, Qi; Lu, Zhouxiang

2014-01-01

The current study investigates the applications of the pinyin input system, a Chinese word processing method, for writing on Facebook in order to help CFL (Chinese as a foreign language) learners from two Irish universities to improve their handwriting in Chinese characters on paper. The data were collected from writing activities conducted over…

Cross-cultural effect on the brain revisited: universal structures plus writing system variation.

PubMed

Bolger, Donald J; Perfetti, Charles A; Schneider, Walter

2005-05-01

Recognizing printed words requires the mapping of graphic forms, which vary with writing systems, to linguistic forms, which vary with languages. Using a newly developed meta-analytic approach, aggregated Gaussian-estimated sources (AGES; Chein et al. [2002]: Psychol Behav 77:635-639), we examined the neuroimaging results for word reading within and across writing systems and languages. To find commonalities, we compiled 25 studies in English and other Western European languages that use an alphabetic writing system, 9 studies of native Chinese reading, 5 studies of Japanese Kana (syllabic) reading, and 4 studies of Kanji (morpho-syllabic) reading. Using the AGES approach, we created meta-images within each writing system, isolated reliable foci of activation, and compared findings across writing systems and languages. The results suggest that these writing systems utilize a common network of regions in word processing. Writing systems engage largely the same systems in terms of gross cortical regions, but localization within those regions suggests differences across writing systems. In particular, the region known as the visual word form area (VWFA) shows strikingly consistent localization across tasks and across writing systems. This region in the left mid-fusiform gyrus is critical to word recognition across writing systems and languages.

Development of the Write Process for Pipeline-Ready Heavy Oil

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lee Brecher; Charles Mones; Frank Guffey

Work completed under this program advances the goal of demonstrating Western Research Institute's (WRI's) WRITE{trademark} process for upgrading heavy oil at field scale. MEG Energy Corporation (MEG) located in Calgary, Alberta, Canada supported efforts at WRI to develop the WRITE{trademark} process as an oil sands, field-upgrading technology through this Task 51 Jointly Sponsored Research project. The project consisted of 6 tasks: (1) optimization of the distillate recovery unit (DRU), (2) demonstration and design of a continuous coker, (3) conceptual design and cost estimate for a commercial facility, (4) design of a WRITE{trademark} pilot plant, (5) hydrotreating studies, and (6) establishmore » a petroleum analysis laboratory. WRITE{trademark} is a heavy oil and bitumen upgrading process that produces residuum-free, pipeline ready oil from heavy material with undiluted density and viscosity that exceed prevailing pipeline specifications. WRITE{trademark} uses two processing stages to achieve low and high temperature conversion of heavy oil or bitumen. The first stage DRU operates at mild thermal cracking conditions, yielding a light overhead product and a heavy residuum or bottoms material. These bottoms flow to the second stage continuous coker that operates at severe pyrolysis conditions, yielding light pyrolyzate and coke. The combined pyrolyzate and mildly cracked overhead streams form WRITE{trademark}'s synthetic crude oil (SCO) production. The main objectives of this project were to (1) complete testing and analysis at bench scale with the DRU and continuous coker reactors and provide results to MEG for process evaluation and scale-up determinations and (2) complete a technical and economic assessment of WRITE{trademark} technology to determine its viability. The DRU test program was completed and a processing envelope developed. These results were used for process assessment and for scaleup. Tests in the continuous coker were intended to determine the throughput capability of the coker so a scaled design could be developed that maximized feed rate for a given size of reactor. These tests were only partially successful because of equipment problems. A redesigned coker, which addressed the problems, has been build but not operated. A preliminary economic analysis conducted by MEG and an their engineering consultant concluded that the WRITE{trademark} process is a technically feasible method for upgrading bitumen and that it produces SCO that meets pipeline specifications for density. When compared to delayed coking, the industry benchmark for thermal upgrading of bitumen, WRITE{trademark} produced more SCO, less coke, less CO{sub 2} per barrel of bitumen fed, and had lower capital and operating costs. On the other hand, WRITE{trademark}'s lower processing severity yielded crude with higher density and a different product distribution for naphtha, light gas oil and vacuum oil that, taken together, might reduce the value of the SCO. These issues plus the completion of more detailed process evaluation and economics need to be resolved before WRITE{trademark} is deployed as a field-scale pilot.« less

Learning to write like a scientist: Coauthoring as an enculturation task

NASA Astrophysics Data System (ADS)

Florence, Marilyn K.; Yore, Larry D.

2004-08-01

This multiple case study examined the coauthorship process in research laboratories of different university departments. The study focused on two cases comprising five writing teams, one in biochemistry and microbiology and four in earth and ocean sciences. The role of the research supervisor, the role of the student (graduate and postgraduate), the interaction of the supervisor and the student, the activities and processes inherent in the coauthorship process, and the student's beliefs, expertise, scientific writing, and entry into an academic discourse community were documented utilizing multiple sources of data and methods. Several activities and processes were found to be common across all coauthorship teams, including aspects of planning, drafting, and revising. Elements of scientific and writing expertise, facets of enculturation into scientific research and discourse communities, academic civility, and the dynamics of collaborative groups also were apparent. There was healthy tension and mutual respect in the research groups as they attempted to make sense of science, report their results clearly and persuasively, and share the responsibilities of expertise. The novice scientists came to appreciate that the writing, editing, and revising process influenced the quality of the science as well as the writing.

Talking with Will Hobbs.

ERIC Educational Resources Information Center

James, Helen Foster

2000-01-01

This interview with author Will Hobbs, who has written books for young adults as well as picture books, discusses his writing process; writing historical novels; books that influenced him; other influences on his writing; and his message for readers. (LRW)

How to Write Articles that Get Published

PubMed Central

2014-01-01

Publications are essential for sharing knowledge, and career advancement. Writing a research paper is a challenge. Most graduate programmes in medicine do not offer hands-on training in writing and publishing in scientific journals. Beginners find the art and science of scientific writing a daunting task. ‘How to write a scientific paper?, Is there a sure way to successful publication ?’ are the frequently asked questions. This paper aims to answer these questions and guide a beginner through the process of planning, writing, and correction of manuscripts that attract the readers and satisfies the peer reviewers. A well-structured paper in lucid and correct language that is easy to read and edit, and strictly follows the instruction to the authors from the editors finds favour from the readers and avoids outright rejection. Making right choice of journal is a decision critical to acceptance. Perseverance through the peer review process is the road to successful publication. PMID:25386508

Therapeutic writing and chronic pain: experiences of therapeutic writing in a cognitive behavioural programme for people with chronic pain.

PubMed

Furnes, Bodil; Dysvik, Elin

2012-12-01

To examine the experiences of therapeutic writing from the perspectives of patients attending a chronic pain management programme. Pain is a multifaceted experience. Increased awareness, understanding and gaining new insights are essential aspects of dealing with chronic pain. It is crucial to find powerful ways to cope with chronic pain. Several studies point to writing as a tool for managing such demanding life experiences. Therapeutic writing in a cognitive behavioural approach may be used to facilitate the rehabilitation process. A qualitative study with a descriptive and explorative design including a phenomenological perspective was used. A consecutive sample of 34 outpatients with chronic pain was recruited to an eight-week group-based pain management programme. A therapeutic writing tool was developed and included as part of the homework tasks. Guidelines were used to initiate and guide the therapeutic writing activity. Written reports were collected after completion. Three thematic findings emerged from the analysis: 'increased understanding of chronic pain as a multifaceted experience', 'new insights into managing the chronic pain situation' and 'different performances lead to different experiences with therapeutic writing'. Increased awareness, understanding and new insights are essential to dealing with chronic pain. People with chronic pain need tools and skills for optimal adaptation. Our findings suggest therapeutic writing may strengthen cognitive behavioural therapy by facilitating cognitive restructuring processes. Therapeutic writing may be used as a tool to express individual experiences and to improve adaptation to chronic pain. © 2012 Blackwell Publishing Ltd.

Creative writing in recovery from severe mental illness.

PubMed

King, Robert; Neilsen, Philip; White, Emma

2013-10-01

There is evidence that creative writing forms an important part of the recovery experience of people affected by severe mental illness. In this paper, we consider theoretical models that explain how creative writing might contribute to recovery, and we discuss the potential for creative writing in psychosocial rehabilitation. We argue that the rehabilitation benefits of creative writing might be optimized through focus on process and technique in writing, rather than content, and that consequently, the involvement of professional writers might be important. We describe a pilot workshop that deployed these principles and was well-received by participants. Finally, we make recommendations regarding the role of creative writing in psychosocial rehabilitation for people recovering from severe mental illness and suggest that the development of an evidence base regarding the effectiveness of creative writing is a priority. © 2012 The Authors; International Journal of Mental Health Nursing © 2012 Australian College of Mental Health Nurses Inc.

Exploring Engineering instructors' views about writing and online tools to support communication in Engineering

NASA Astrophysics Data System (ADS)

Howard, Sarah K.; Khosronejad, Maryam; Calvo, Rafael A.

2017-11-01

To be fully prepared for the professional workplace, Engineering students need to be able to effectively communicate. However, there has been a growing concern in the field about students' preparedness for this aspect of their future work. It is argued that online writing tools, to engage numbers of students in the writing process, can support feedback on and development of writing in engineering on a larger scale. Through interviews and questionnaires, this study explores engineering academics' perceptions of writing to better understand how online writing tools may be integrated into their teaching. Results suggest that writing is viewed positively in the discipline, but it is not believed to be essential to success in engineering. Online writing tools were believed to support a larger number of students, but low knowledge of the tools limited academics' understanding of their usefulness in teaching and learning. Implications for innovation in undergraduate teaching are discussed.

Time-resolved scanning Kerr microscopy of flux beam formation in hard disk write heads

DOE Office of Scientific and Technical Information (OSTI.GOV)

Valkass, Robert A. J., E-mail: rajv202@ex.ac.uk; Spicer, Timothy M.; Burgos Parra, Erick

To meet growing data storage needs, the density of data stored on hard disk drives must increase. In pursuit of this aim, the magnetodynamics of the hard disk write head must be characterized and understood, particularly the process of “flux beaming.” In this study, seven different configurations of perpendicular magnetic recording (PMR) write heads were imaged using time-resolved scanning Kerr microscopy, revealing their detailed dynamic magnetic state during the write process. It was found that the precise position and number of driving coils can significantly alter the formation of flux beams during the write process. These results are applicable tomore » the design and understanding of current PMR and next-generation heat-assisted magnetic recording devices, as well as being relevant to other magnetic devices.« less

Self-Regulation and Approaches to Learning in English Composition Writing

ERIC Educational Resources Information Center

Magno, Carlo

2009-01-01

It is hypothesized in the present study that when learners are tasked to write a composition in a second language (such as English language for Filipinos), they use specific approaches to learning and eventually undergo self-regulatory processes. The present study tested a model showing the shift from process to outcome in writing (Zimmerman &…

76 FR 17038 - Implementation of the Freedom of Information Act

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-28

... publishing it. The justification for the deletion shall be explained fully in writing, and the extent of such... follows: (1) The request for records shall be made in writing and state, both in the request itself and on... processing shall be made as follows: (i) A request for expedited processing shall be made in writing and...

The Writing Notebook: Creative Word Processing in the Classroom--November/December 1986, January/February 1987, and April/May 1987.

ERIC Educational Resources Information Center

Franklin, Sharon, Ed.; Madian, Jon, Ed.

1986-01-01

Produced using a Macintosh Plus and LaserWriter Printer, these journals present articles relating to word processing in the classroom. Articles and their authors for the November/December 1986 issue include: "Computer Assisted Instruction: Western Europe" (Owen and Irene Thomas); "FrEd Writing" (B. Fleury); "Writing Up a…

Using Tracking Software for Writing Instruction

ERIC Educational Resources Information Center

Yagi, Sane M.; Al-Salman, Saleh

2011-01-01

Writing is a complex skill that is hard to teach. Although the written product is what is often evaluated in the context of language teaching, the process of giving thought to linguistic form is fascinating. For almost forty years, language teachers have found it more effective to help learners in the writing process than in the written product;…

How an Understanding of Cognition and Metacognition Translates into More Effective Writing Instruction

ERIC Educational Resources Information Center

O'Brien-Moran, Michael; Soiferman, L. Karen

2010-01-01

This discussion paper investigates the pedagogical implications of the cognitive process writing model proposed by Flower and Hayes (1981). The research of Flower and Hayes (1981) provides insights into how writers go about planning, generating, and revising during the process of writing. Flower and Hayes (1981) believed that this shift in focus,…

I: Making Art

ERIC Educational Resources Information Center

Rosenfeld, Malke; Johnson, Marquetta; Plemons, Anna; Makol, Suzanne; Zanskas, Meghan; Dzula, Mark; Mahoney, Meg Robson

2014-01-01

Writing about the teaching artist practice should mean writing about art making. As both teacher and artist, the authors are required to be cognizant of their own art-making processes, both how it works and why it is important to them, in order to make this process visible to their students. They also need the same skills to write about how and…

Priceless Conceptual Thresholds: Beyond the "Stuck Place" in Writing

ERIC Educational Resources Information Center

Wisker, Gina; Savin-Baden, Maggi

2009-01-01

This paper explores the idea of conceptual threshold crossing in the writing process and in particular stuck moments and the process of moving on, valuing the pricelessness of preliminality, the vision of a possible movement through a portal and the creative learning leap into focused, formed writing. Our work to date is based on formal and less…

Children's high-level writing skills: development of planning and revising and their contribution to writing quality.

PubMed

Limpo, Teresa; Alves, Rui A; Fidalgo, Raquel

2014-06-01

It is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising. To trace the development of the high-level writing processes of planning and revising, from Grades 4 to 9, and to examine whether these skills predict writing quality in younger and older students (Grades 4-6 vs. 7-9), after controlling for gender, school achievement, age, handwriting fluency, spelling, and text structure. Participants were 381 students from Grades 4 to 9 (age 9-15). Students were asked to plan and write a story and to revise another story by detecting and correcting mechanical and substantive errors. From Grades 4 to 9, we found a growing trend in students' ability to plan and revise despite the observed decreases and stationary periods from Grades 4 to 5 and 6 to 7. Moreover, whereas younger students' planning and revising skills made no contribution to the quality of their writing, in older students, these high-level skills contributed to writing quality above and beyond control predictors. The findings of this study seem to indicate that besides the increase in planning and revising, these skills are not fully operational in school-age children. Indeed, given the contribution of these high-level skills to older students' writing, supplementary instruction and practice should be provided from early on. © 2013 The British Psychological Society.

A Case Study on the Effects of an L2 Writing Instructional Model for Blended Learning in Higher Education

ERIC Educational Resources Information Center

So, Lee; Lee, Chung Hyun

2013-01-01

This case study explores EFL (English as a foreign language) students' perceptions toward a prototype of an instructional model for second language (L2) writing in blended learning and the effects of the model on the development of L2 writing skills in higher education. This model is primarily founded on the process-oriented writing approach…

The Development of a High School Poetry Writing Program from Selected Writings of Erik Erikson, Kenneth Koch, and Theodore Roethke.

ERIC Educational Resources Information Center

Jacobs, Albert Luck, Jr.

In this study, a program for teaching poetry writing in secondary schools is derived from Kenneth Koch's and Theodore Roethke's ideas, and from Erik Erikson's model of adolescent human processes. A review of related literature defines three major approaches to the teaching of poetry writing: models, activities, and models and activities combined.…

Teaching Writing to Middle School Students in Portugal and in Brazil: An Exploratory Study

ERIC Educational Resources Information Center

Veiga Simão, Ana Margarida; Malpique, Anabela Abreu; Frison, Lourdes Maria Bragagnolo; Marques, André

2016-01-01

Learning how to write is a challenging process, typically developed in schools. Teachers' practices in teaching writing, however, have been under researched. The aim of this study was to survey a sample of teachers from Portugal (n = 96) and Brazil (n = 99) about their practices for and perceptions about writing instruction. Teachers reported on…

Writing as decision-making

NASA Technical Reports Server (NTRS)

Souther, J. W.

1981-01-01

The need to teach informational writing as a decision-making process is discussed. Situational analysis, its relationship to decisions in writing, and the need for relevant assignments are considered. Teaching students to ask the right questions is covered. The need to teach writing responsiveness is described. Three steps to get started and four teaching techniques are described. The information needs of the 'expert' and the 'manager' are contrasted.

Permanent Ink: Learning To Write Is a Lesson That Lasts a Lifetime. But What Brings Out the Best in Young Writers?

ERIC Educational Resources Information Center

Boss, Suzie

2002-01-01

Recent efforts to improve writing instruction include emphasizing writing as a process rather than a product, new evaluation methods, allowing students a more active role, providing a real audience, and using desktop publishing and the World Wide Web. Sidebars present parents' role, the connection between reading and writing, and a professional…

Using Writing Process and Product Features to Assess Writing Quality and Explore How Those Features Relate to Other Literacy Tasks. Research Report. ETS RR-14-03

ERIC Educational Resources Information Center

Deane, Paul

2014-01-01

This paper explores automated methods for measuring features of student writing and determining their relationship to writing quality and other features of literacy, such as reading rest scores. In particular, it uses the "e-rater"™ automatic essay scoring system to measure "product" features (measurable traits of the final…

Improving Tenth-Grade Students' Five-Paragraph Essay Writing Skills Using Various Writing Strategies, Guided Assignments, and Portfolios for Growth.

ERIC Educational Resources Information Center

Hopkins, Carolyn

This project was implemented and developed to assist low-achieving tenth grade students' essay writing skills. According to examinations administered during the first part of the 2002 school term, many tenth-grade students were not performing on their grade level in regards to the writing process. The overall goal was to have students be able to…

Comparison of the neural basis for imagined writing and drawing.

PubMed

Harrington, Greg S; Farias, Dana; Davis, Christine H; Buonocore, Michael H

2007-05-01

Drawing and writing are complex processes that require the synchronization of cognition, language, and perceptual-motor skills. Drawing and writing have both been utilized in the treatment of aphasia to improve communication. Recent research suggests that the act of drawing an object facilitated naming, whereas writing the word diminished accurate naming in individuals with aphasia. However, the relationship between object drawing and subsequent phonological output is unclear. Although the right hemisphere is characteristically mute, there is evidence from split-brain research that the right hemisphere can integrate pictures and words, likely via a semantic network. We hypothesized that drawing activates right hemispheric and left perilesional regions that are spared in aphasic individuals and may contribute to semantic activation that supports naming. Eleven right-handed subjects participated in a functional MRI (fMRI) experiment involving imagined drawing and writing and 6 of the 11 subjects participated in a second fMRI experiment involving actual writing and drawing. Drawing and writing produced very similar group activation maps including activation bilaterally in the premotor, inferior frontal, posterior inferior temporal, and parietal areas. The comparison of drawing vs. writing revealed significant differences between the conditions in areas of the brain known for language processing. The direct comparison between drawing and writing revealed greater right hemisphere activation for drawing in language areas such as Brodmann area (BA) 46 and BA 37.

Present and past: Can writing abilities in school children be associated with their auditory discrimination capacities in infancy?

PubMed

Schaadt, Gesa; Männel, Claudia; van der Meer, Elke; Pannekamp, Ann; Oberecker, Regine; Friederici, Angela D

2015-12-01

Literacy acquisition is highly associated with auditory processing abilities, such as auditory discrimination. The event-related potential Mismatch Response (MMR) is an indicator for cortical auditory discrimination abilities and it has been found to be reduced in individuals with reading and writing impairments and also in infants at risk for these impairments. The goal of the present study was to analyze the relationship between auditory speech discrimination in infancy and writing abilities at school age within subjects, and to determine when auditory speech discrimination differences, relevant for later writing abilities, start to develop. We analyzed the MMR registered in response to natural syllables in German children with and without writing problems at two points during development, that is, at school age and at infancy, namely at age 1 month and 5 months. We observed MMR related auditory discrimination differences between infants with and without later writing problems, starting to develop at age 5 months-an age when infants begin to establish language-specific phoneme representations. At school age, these children with and without writing problems also showed auditory discrimination differences, reflected in the MMR, confirming a relationship between writing and auditory speech processing skills. Thus, writing problems at school age are, at least, partly grounded in auditory discrimination problems developing already during the first months of life. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Effects of Wiki-Based Recursive Process Writing on Chinese Narrative Essays for Chinese as a Second Language (CSL) Students in Singapore

ERIC Educational Resources Information Center

Chin, Chee Kuen; Gong, Cheng; Tay, Boon Pei

2015-01-01

This paper reports on the effects of using wiki-based process writing in Singapore's Chinese as a Second Language (CSL) scenarios. A group of 32 Secondary 1 (Seventh Grade) students ("Students") received various forms of online scaffolding at different steps of the writing process over two years. A whole set of teaching materials on 45…

A Case Study on an Item Writing Process: Use of Test Specifications, Nature of Group Dynamics, and Individual Item Writers' Characteristics

ERIC Educational Resources Information Center

Kim, Jiyoung; Chi, Youngshin; Huensch, Amanda; Jun, Heesung; Li, Hongli; Roullion, Vanessa

2010-01-01

This article discusses a case study on an item writing process that reflects on our practical experience in an item development project. The purpose of the article is to share our lessons from the experience aiming to demystify item writing process. The study investigated three issues that naturally emerged during the project: how item writers use…

Executive functions in becoming writing readers and reading writers: note taking and report writing in third and fifth graders.

PubMed

Altemeier, Leah; Jones, Janine; Abbott, Robert D; Berninger, Virginia W

2006-01-01

Results are reported for a study of 2 separate processes of report writing-taking notes while reading source material and composing a report from those notes-and related individual differences in executive functions involved in integrating reading and writing during these writing activities. Third graders (n = 122) and 5th graders (n = 106; overall, 127 girls and 114 boys) completed two reading-writing tasks-read paragraph (mock science text)-write notes and use notes to generate written report, a reading comprehension test, a written expression test, four tests of executive functions (inhibition, verbal fluency, planning, switching attention), and a working memory test. For the read-take notes task, the same combination of variables was best (explained the most variance and each variable added unique variance) for 3rd graders and 5th graders: Wechsler Individual Achievement Test-Second Edition (WIAT-II) Reading Comprehension, Process Assessment of the Learner Test for Reading and Writing (PAL) Copy Task B, WIAT-II Written Expression, and Delis-Kaplan Executive Function System (D-KEFS) Inhibition. For the use notes to write report task, the best combinations of variables depended on grade level: For 3rd graders, WIAT-II Reading Comprehension, WIAT-II Written Expression, D-KEFS Verbal Fluency, and Tower of Hanoi; for 5th graders, WIAT-II Reading Comprehension, D-KEFS Verbal Fluency, WIAT-II Written Expression, and PAL Alphabet Task. These results add to prior research findings that executive functions contribute to the writing development of elementary-grade students and additionally support the hypothesis that executive functions play a role in developing reading-writing connections.

Toward understanding writing to learn in physics: Investigating student writing

NASA Astrophysics Data System (ADS)

Demaree, Dedra

It is received wisdom that writing in a discipline helps students learn the discipline, and millions of dollars have been committed at many universities to supporting such writing. We show that evidence for effectiveness is anecdotal, and that little data-based material informs these prejudices. This thesis begins the process of scientific study of writing in the discipline, in specific, in physics, and creates means to judge whether such writing is effective. The studies culminating in this thesis are an aggressive start to addressing these complex questions. Writing is often promoted as an activity that, when put into classrooms in specific disciplines, not only helps students learn to write in the methods of that discipline but also helps students learn content knowledge. Students at the Ohio State University are being asked to write more in introductory courses, and the Engineering schools want their students to have more writing skills for the job market. Combined with the desire of many educators to have students be able to explain the course content knowledge clearly, it would seem that writing activities would be important and useful in physics courses. However, the question of whether writing helps learning or whether students learn writing within a non-English classroom helps learning in the discipline are open to debate, and data are needed before such claims can be made. This thesis presents several studies aimed at understanding the correlation of writing and content, and tracking and characterizing student writing behaviors to see how they are impacted by writing in physics courses. It consists of four parts: summer and autumn 2005 focus on writing in introductory physics labs with and without explicit instruction, while winter and spring 2006 focus on tracking and analyzing student writing and revising behavior in Physics by Inquiry (PbI). With these related projects, we establish three main results. First, there is a need for quantitative studies of Writing to Learn, and in specific of Writing to Learn within physics. Second, we have also made progress in characterizing student behaviors in an effort to quantify the study of writing: the link between writing and learning content is not obvious, and we have shown that students may not even be learning to write through practice in the context of physics. Third, we have developed a valuable new tool, a novel program to track and analyze student writing, that supplies quantitative information about student writing. (Abstract shortened by UMI.)

Effects of disfluency in writing.

PubMed

Medimorec, Srdan; Risko, Evan F

2016-11-01

While much previous research has suggested that decreased transcription fluency has a detrimental effect on writing, there is recent evidence that decreased fluency can actually benefit cognitive processing. Across a series of experiments, we manipulated transcription fluency of ostensibly skilled typewriters by asking them to type essays in two conditions: both-handed and one-handed typewriting. We used the Coh-Metrix text analyser to investigate the effects of decreased transcription fluency on various aspects of essay writing, such as lexical sophistication, sentence complexity, and cohesion of essays (important indicators of successful writing). We demonstrate that decreased fluency can benefit certain aspects of writing and discuss potential mechanisms underlying disfluency effects in essay writing. © 2016 The British Psychological Society.

Real Audiences and Contexts for LD Writers.

ERIC Educational Resources Information Center

Stires, Susan

1983-01-01

The process/conference model of writing instruction is described for intermediate-level learning disabled students. Students proceed through several stages of writing (rehearsal, drafting, revising, editing, and rewriting) during which they have conferences with the teacher and eventually publish their writing. (CL)

Blogging as a Means of Crafting Writing

ERIC Educational Resources Information Center

Lacina, Jan; Griffith, Robin

2013-01-01

The purpose of this article is to explore ways in which blogs can support literacy communities while developing a writing community. Examples of how a classroom teacher uses blogs to strengthen the writing process is described. (Contains 2 figures and 1 table.)

"Advice to Writers": Students Discuss the Craft of Writing.

ERIC Educational Resources Information Center

Aversa, Nicholas J.; Tritt, Michael

1988-01-01

Asserts that the "Advice to Writers" project, encouraging students to articulate what they do when they write and to share those perceptions with fellow student writers, is an effective way for students to reflect on the writing process. (MM)

What Are the Learning Approaches Applied by Undergraduate Students in English Process Writing Based on Gender?

ERIC Educational Resources Information Center

Veloo, Arsaythamby; Krishnasamy, Hariharan N.; Harun, Hana Mulyani

2015-01-01

The purpose of this study is to determine gender differences and type of learning approaches among Universiti Utara Malaysia (UUM) undergraduate students in English writing performance. The study involved 241 (32.8% male & 67.2% female) undergraduate students of UUM who were taking the Process Writing course. This study uses a Two-Factor Study…

The Influence of Process Approach on English as Second Language Students' Performances in Essay Writing

ERIC Educational Resources Information Center

Akinwamide, Timothy Kolade

2012-01-01

This study examined the influence of Process Approach on English as second language Students' performances in essay writing. The purpose was to determine how far this current global approach could be of assistance to the writing skill development of these bilingual speakers of English language. The study employed the pre-test post-test control…

Children's High-Level Writing Skills: Development of Planning and Revising and Their Contribution to Writing Quality

ERIC Educational Resources Information Center

Limpo, Teresa; Alves, Rui A.; Fidalgo, Raquel

2014-01-01

Background: It is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising. Aims: To trace the…

Why Can't Tyrone Write: Reconceptualizing Flower and Hayes for African-American Adolescent Male Writers

ERIC Educational Resources Information Center

Stormer, Kimberly J.

2017-01-01

Using qualitative methods and a case study design, the perceptions and writing processes of three African-American eighth grade males were explored. Data were derived from semi-structured and informal interviews, and document analysis. The study concluded that the perceptions of the three participants' writing processes did not adhere to the steps…

Cognitive Tools and Thinking Performance: The Case of Word Processors and Writing.

ERIC Educational Resources Information Center

Kellogg, Ronald T.; Mueller, Suzanne

A study examined whether word processing amplifies writing performance and whether it restructures the process of writing. Sixteen college students wrote a short essay in a single session on either a word processor or in longhand. The quality of the essays was assessed by trained judges who rated their content and style. Text analysis methods were…

A Corpus-Based Discourse Information Analysis of Chinese EFL Learners' Autonomy in Legal Case Brief Writing

ERIC Educational Resources Information Center

Chen, Jinshi

2017-01-01

Legal case brief writing is pedagogically important yet insufficiently discussed for Chinese EFL learners majoring in law. Based on process genre approach and discourse information theory (DIT), the present study designs a corpus-based analytical model for Chinese EFL learners' autonomy in legal case brief writing and explores the process of case…

The Impact of Project Work and the Writing Process Method on Writing Production

ERIC Educational Resources Information Center

Díaz Ramírez, Marcela

2014-01-01

This article presents the outcomes of an investigation whose main goal was to implement the methodology of project work and a process approach in order to improve writing production in an English class of Colombian university students since their diagnostic tests showed that their written production had the lowest score. Based on data collected,…

The value of a writing center at a medical university.

PubMed

Ariail, Jennie; Thomas, Suzanne; Smith, Tom; Kerr, Lisa; Richards-Slaughter, Shannon; Shaw, Darlene

2013-01-01

Students often enter graduate healthcare/biomedical schools with insufficient undergraduate instruction in effective writing, yet the ability to write well affects their career opportunities in health care and in scientific research. The present study was conducted to determine the value and effectiveness of instruction by faculty with expertise in teaching writing at a writing center at an academic health science center. Two separate sources of data were collected and analyzed. First, an anonymous campus-wide survey assessed students' satisfaction and utilization of the university's Writing Center. Second, a nonexperimental objective study was conducted comparing a subsample of students who used versus those who did not receive instruction at the Writing Center on quality of writing, as determined by an evaluator who was blind to students' utilization status. From the campus-wide survey, more than 90% of respondents who used the center (which was 26% of the student body) agreed that it was a valuable and effective resource. From the objective study of writing quality, students who used the Writing Center were twice as likely as students who did not to receive an A grade on the written assignment, and the blinded evaluator accurately estimated which students used the Writing Center based on the clarity of writing. The instruction at the Writing Center at our university is highly valued by students, and its value is further supported by objective evidence of efficacy. Such a center offers the opportunity to provide instruction that medical and other healthcare students increasingly need without requiring additions to existing curricula. By developing competency in writing, students prepare for scholarly pursuits, and through the process of writing, they engage critical thinking skills that can make them more attuned to narrative and more reflective and empathetic in the clinical setting.

A Mixed Methods Analysis of the Effect of Google Docs Environment on EFL Learners' Writing Performance and Causal Attributions for Success and Failure

ERIC Educational Resources Information Center

Seyyedrezaie, Zari Sadat; Ghonsooly, Behzad; Shahriari, Hesamoddin; Fatemi, Hazar Hosseini

2016-01-01

This study investigated the effect of writing process in Google Docs environment on Iranian EFL learners' writing performance. It also examined students' perceptions towards the effects of Google Docs and their perceived causes of success or failure in writing performance. In this regard, 48 EFL students were chosen based on their IELTs writing…

The Write Stuff: Memos and Short Reports. An Offering of Step Ahead: A Partnership for Improved Health Care Communication.

ERIC Educational Resources Information Center

Bernhardt, Steve; Laroche, Pierre

This coursebook provides materials for a course to improve the writing skills of workers in health care settings. The course is designed to be presented in eight sessions over a 4-week period. Stated objectives for the participant are as follows: feel more comfortable with on-the-job writing, understand and use a process approach to writing, be…

Multigenre Writing: A Ventana on the Possibility of Activating Voice and Increasing Self-Efficacy and Motivation in a High School Classroom

ERIC Educational Resources Information Center

Mungons, Renee L.

2012-01-01

Multigenre writing is defined as a collection of pieces written in a variety of genres but centered on one topic. It is distinctively different from traditional research writing in that the writer has autonomy to select a topic of interest, determine which genres will best express the information and make decisions throughout the writing process.…

Implementation and Outcomes of a Faculty-Based, Peer Review Manuscript Writing Workshop.

PubMed

Kulage, Kristine M; Larson, Elaine L

2016-01-01

The publication of scholarly work and research findings is an important expectation for nursing faculty; however, academic writing is often neglected, leaving dissemination through manuscript writing an area of concern for the nursing profession. Writing initiatives have been utilized to promote scholarly dissemination in schools of nursing, but those described in the literature have been primarily non-United States based and student focused. This article describes a faculty-based manuscript writing workshop, assesses participants' impressions, and describes its impact on scholarly output. The workshop is a collaborative learning process utilizing peer review to improve manuscript quality and model behaviors for improving writing and peer-reviewing skills. Seventeen workshop participants including three predoctoral students, 6 postdoctoral fellows, and 8 faculty members completed an anonymous workshop survey (81% response rate). All but 1 of 17 manuscripts reviewed in the workshop are published, accepted, or in the review process. All participants indicated that the workshop was a valuable use of time and would recommend it to colleagues. The greatest reported workshop benefit was its function as an impetus to complete and submit manuscripts. We recommend the manuscript writing workshop model for other schools of nursing seeking ways to expand their scholarly output and create accountability for dissemination through manuscript writing. Copyright © 2016 Elsevier Inc. All rights reserved.

The Teaching of Composition.

ERIC Educational Resources Information Center

Crowley, Sharon, Ed.

1976-01-01

This issue of the "Arizona English Bulletin" includes articles concerned with philosophy, psychology, and procedure in the composition classroom at all levels of instruction. Among the topics considered are contending with critics of composition, the back-to-basics movement, the writing process, writing modules, remedial writing, personalized…

Methods of Writing Instruction Evaluation.

ERIC Educational Resources Information Center

Lamb, Bill H.

The Writing Program Director at Johnson County Community College (Kansas) developed quantitative measures for writing instruction evaluation which can support that institution's growing interest in and support for peer collaboration as a means to improving instructional quality. The first process (Interaction Analysis) has an observer measure…

Fostering Cognitive Growth Through Writing.

ERIC Educational Resources Information Center

Sternglass, Marilyn S.

Recent research studies and texts in composition demonstrate the growing belief that students' difficulties with the writing tasks assigned to them are inextricably linked with their difficulties in handling complex cognitive processes. Through appropriate writing activities, students can be provided with practice in the intellectual functions…

Writing in elementary school science: Factors that influence teacher beliefs and practices

NASA Astrophysics Data System (ADS)

Glen, Nicole J.

Recent calls for scientifically literate citizens have prompted science educators to examine the roles that literacy holds in students' science learning processes. Although many studies have investigated the cognitive gains students acquire when they write in science, these writing-to-learn studies have typically been conducted with only middle and secondary school students. Few studies have explored how teachers, particularly elementary teachers, understand the use of writing in science and the factors that influence their science and writing lessons. This was a qualitative case study conducted in one suburban school with four elementary teachers. The purpose of this study was to understand: (a) how teachers' uses of and purposes for writing in science compared to that in English language arts; (b) the factors that drove teachers' pedagogical decisions to use writing in certain ways; (c) teachers' beliefs about science teaching and learning and its relation to how they used writing; (d) teachers' perceptions of students' writing abilities and its relation to how they used writing; and (e) teachers' views about how writing is used by scientists. Seven main findings resulted from this research. In summary, teachers' main uses of and purposes for writing were similar in science and English language arts. For much of the writing done in both subjects, teachers' expectations of students' writing were typically based on their general literacy writing skills. The teachers believed that scientific writing is factual, for the purpose of communicating about science, and is not as creative or "fun" as other types of writing. The teachers' pedagogical practices in science included teaching by experiences, reading, and the transmission of information. These practices were related to their understanding of scientific writing. Finally, additional factors drove the decisions teachers made regarding the use of writing in science, including time, knowledge of curriculum requirements, science and writing content knowledge, and classroom management. The findings indicated that the teachers were using writing in some of the ways supported by science and literacy education, but there were many areas of writing in science in which teachers could use support and education. This included more knowledge of authentic uses of writing in the science discipline, general writing-to-learn strategies, and assessment of student ideas and information in writing and not only writing skills. The teachers also needed support in better understanding the nature of science and scientific inquiry, and in how to negotiate the social and cultural factors that influence their pedagogical decisions in order to use writing in more authentic ways. This study suggests that teacher educators and administrators must learn more about how teachers understand their role as elementary teachers, as teachers of writing and science, and the environments within which they work in order to help them move toward authentic literacy and science writing practices.

The Effect of Process Oriented Writing Activities on the Achievement and Attitude of the Preservice Primary School Teachers: An Example of Mixed Method Study

ERIC Educational Resources Information Center

Özenç, Emine Gül

2016-01-01

The purpose of this study is to find out whether process oriented writing exercises/activities have any effect on the achievement and attitude of preservice teachers as well as to set forth the opinions of primary preservice teachers on process oriented writing approach. In the research one classroom was designated as experimental group (N = 35)…

The laboratory report: A pedagogical tool in college science courses

NASA Astrophysics Data System (ADS)

Ferzli, Miriam

When viewed as a product rather than a process that aids in student learning, the lab report may become rote, busywork for both students and instructors. Students fail to see the purpose of the lab report, and instructors see them as a heavy grading load. If lab reports are taught as part of a process rather than a product that aims to "get the right answer," they may serve as pedagogical tools in college science courses. In response to these issues, an in-depth, web-based tutorial named LabWrite (www.ncsu.edu/labwrite) was developed to help students and instructors (www.ncsu.edu/labwrite/instructors) understand the purpose of the lab report as grounded in the written discourse and processes of science. The objective of this post-test only quasi-experimental study was to examine the role that in-depth instruction such as LabWrite plays in helping students to develop skills characteristic of scientifically literate individuals. Student lab reports from an introductory-level biology course at NC State University were scored for overall understanding of scientific concepts and scientific ways of thinking. The study also looked at students' attitudes toward science and lab report writing, as well as students' perceptions of lab reports in general. Significant statistical findings from this study show that students using LabWrite were able to write lab reports that showed a greater understanding of scientific investigations (p < .003) and scientific ways of thinking (p < .0001) than students receiving traditional lab report writing instruction. LabWrite also helped students develop positive attitudes toward lab reports as compared to non-LabWrite users (p < .01). Students using LabWrite seemed to perceive the lab report as a valuable tool for determining learning objectives, understanding science concepts, revisiting the lab experience, and documenting their learning.

Evaluating Teachers of Writing.

ERIC Educational Resources Information Center

Hult, Christine A., Ed.

Describing the various forms evaluation can take, this book delineates problems in evaluating writing faculty and sets the stage for reconsidering the entire process to produce a fair, equitable, and appropriate system. The book discusses evaluation through real-life examples: evaluation of writing faculty by literature faculty, student…

The Cognitive as the Social: An Ethnomethodological Approach to Writing Process Research.

ERIC Educational Resources Information Center

Brandt, Deborah

1992-01-01

Uses ethnomethodological perspectives to translate the language of Flower and Hayes's cognitive theory of writing into a more thoroughly social vocabulary as a way of articulating the role of social context and social structure in individual acts of writing. (SR)

Social Constructivism and Case-Writing for an Integrated Curriculum

ERIC Educational Resources Information Center

Doubleday, Alison F.; Brown, Blase; Patston, Philip A.; Jurgens-Toepke, Pamela; Strotman, Meaghan Driscoll; Koerber, Anne; Haley, Colin; Briggs, Charlotte; Knight, G. William

2015-01-01

Case-writing within an integrated, systems-based health professions education curriculum presents many unique challenges. Specifically, case-writing in this context must consider integration of multidisciplinary learning objectives and synthesis of biomedical and clinical sciences. Establishing an effective process for content integration and…

Journal Writing: Enlivening Elementary Linear Algebra.

ERIC Educational Resources Information Center

Meel, David E.

1999-01-01

Examines the various issues surrounding the implementation of journal writing in an undergraduate linear algebra course. Identifies the benefits of incorporating journal writing into an undergraduate mathematics course, which are supported with students' comments from their journals and their reflections on the process. Contains 14 references.…

Magazine Editors and the Writing Process: An Analysis of How Editors Work with Staff and Free-Lance Writers.

ERIC Educational Resources Information Center

Schierhorn, Ann B.; Endres, Kathleen L.

Editors of business and consumer magazines chosen by a random sample were asked in a mail survey what method they used in working with staff writers and free-lance writers. They were asked how they work with writers in the five stages of the writing process--idea, reporting, organizing, writing and rewriting. The first mailing to consumer…

The Impact of First and Second Languages on Azerbaijani EFL Learners' Writing Ability

ERIC Educational Resources Information Center

Shabani, Mansour; Tahriri, Abdorreza; Ardebili, Samaneh Farzaneh

2016-01-01

There has always been a debate whether or not the learners' first language (L1) can facilitate the process of learning foreign language. Since foreign language writing (FL) is a complicated process, it seems that the role of the learners' L1 and its effect on FL writing is of great importance in this regard. The present study aimed at…

Effect of Weblog-Based Process Approach on EFL Learners' Writing Performance and Autonomy

ERIC Educational Resources Information Center

Azari, Mohammad Hosein

2017-01-01

This article investigated the effect of weblog use in a process-based writing course on the writing performance of students as well as on their level of learner autonomy. The participants were 43 English language learners who were doing their BA in the field of English Language Teaching. The control group (n = 19) went through in-class writing…

Thinking Allowed: Integrating Process and Genre into the Second Language Writing Classroom: Research into Practice

ERIC Educational Resources Information Center

Racelis, Juval V.; Matsuda, Paul Kei

2013-01-01

The field of second language (L2) writing has moved beyond the false dichotomies between process- and genre-based pedagogies perpetuated in the 1980s and 1990s, but there has still been little research on how the two are actually reconciled in the classroom. Consequently, L2 writing instructors are left with an incomplete picture, unsure how to…

A student guide to proofreading and writing in science.

PubMed

Hyatt, Jon-Philippe K; Bienenstock, Elisa Jayne; Tilan, Jason U

2017-09-01

Scientific writing requires a distinct style and tone, whether the writing is intended for an undergraduate assignment or publication in a peer-reviewed journal. From the first to the final draft, scientific writing is an iterative process requiring practice, substantial feedback from peers and instructors, and comprehensive proofreading on the part of the writer. Teaching writing or proofreading is not common in university settings. Here, we present a collection of common undergraduate student writing mistakes and put forth suggestions for corrections as a first step toward proofreading and enhancing readability in subsequent draft versions. Additionally, we propose specific strategies pertaining to word choice, structure, and approach to make products more fluid and focused for an appropriate target audience. Copyright © 2017 the American Physiological Society.

Expanding the Repertoire: An Anthology of Practical Approaches for the Teaching of Writing (Reading-to-Write Report No. 11). Technical Report No. 30.

ERIC Educational Resources Information Center

McCormick, Kathleen; And Others

This study is the 11th and last report from the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. The report consists of an Introduction and seven essays, each of which discusses ways to teach a variety of aspects of reading and writing which have been tried…

Building Schema through Writing: The Effects of Writing as a Pre-Reading Activity on Delayed Recall of Narrative Text.

ERIC Educational Resources Information Center

Marino, Jacqueline L.; And Others

Drawing upon research on the composing process and schema theory, a study explored the effects of a generative writing task presented prior to reading on the delayed recall of fourth grade students. The purpose of the study was to determine if a writing task that required the learner to identify with events in a text to be read later would assist…

Writing for Chemists: Satisfying the CSU Upper-Division Writing Requirement

NASA Astrophysics Data System (ADS)

Paulson, Donald R.

2001-08-01

This paper describes Chemistry 360, Writing for Chemists, which is a junior-level course required of all Chemistry and Biochemistry majors at California State University, Los Angeles. The course covers all of the sections for writing both primary and secondary papers in the chemical sciences as well as the process of literature searching in both computer databases and the printed Chemical Abstracts. The course is team taught by several chemistry faculty members and an English faculty member. The core of the course is a review paper on an individually assigned topic in chemistry or biochemistry. The students are given daily writing assignments that teach them how to write the various sections of the paper. They also learn how to write both Experimental and Results sections, which are not part of a review paper. In addition the course deals with ethics in science, how to give an oral presentation, and how to prepare a poster presentation.

No Effect of Writing Advice on Reading Comprehension

ERIC Educational Resources Information Center

Balling, Laura Winther

2018-01-01

This article considers text comprehension through the integrated perspectives of language processing research and practical writing advice as expressed in writing guides and language policies. Such guides for instance include advice to use active constructions instead of passives and sentences instead of nominalizations. These recommended and…

What Hands May Tell Us about Reading and Writing

ERIC Educational Resources Information Center

Mangen, Anne

2016-01-01

Reading and writing are increasingly performed with digital, screen-based technologies rather than with analogue technologies such as paper and pen(cil). The current digitization is an occasion to "unpack," theoretically and conceptually, what is entailed in reading and writing as embodied, multisensory processes involving audiovisual…

Writing Plays Using Creative Problem-Solving.

ERIC Educational Resources Information Center

Raiser, Lynne; Hinson, Shirley

1995-01-01

This article describes a project which involved inner city elementary grade children with disabilities in writing and performing their own plays. A four-step playwriting process focuses on theme and character development, problem finding, and writing dialogue. The project has led to improved reading skills, attention, memory skills,…

Revising.

ERIC Educational Resources Information Center

Wyman, Linda, Ed.

1983-01-01

In focusing on recursive writing, the nine articles in this journal issue suggest that student writing should be taken seriously. The first article states that revision should occur throughout the writing process while the second discusses how to invite writers to become active readers of their own texts. The third article presents methods of…

To Compose: Teaching Writing in the High School.

ERIC Educational Resources Information Center

Newkirk, Thomas, Ed.

The twelve essays in this collection, selected by leading teacher educators, explore the composition process and composition instruction. The first essay, "Toward Righting Writing" by Arthur Diagon, serves as a prologue while the second section, "getting started," consists of "A Way of Writing" by William Stafford,…

The Inner Voice in Writing

ERIC Educational Resources Information Center

Chenoweth, N. Ann; Hayes, John R.

2003-01-01

This study explores the connection between writing and working memory, specifically the role of the subvocal articulatory rehearsal process (or inner voice). The authors asked the 18 participants to type sentences describing 24 multipanel cartoons. In some conditions, the participants were required to repeat a syllable continuously while writing.…

Differentiating Writing Instruction: Meeting the Diverse Needs of Authors in a Classroom

ERIC Educational Resources Information Center

Shea, Mary

2015-01-01

This article outlines a rational for responsive, differentiated writing instruction that targets students' identified needs with respect to various dimensions of the writing process. Discussed is a cycle that requires ongoing assessment, instructional decision-making, responsive, differentiated instruction, guided practice, and assessment.…

Ottawa County Writing Process Model for PPO Assessments.

ERIC Educational Resources Information Center

Ottawa County Office of Education, OH.

This guide outlines the writing procedures for English Composition Pupil Performance Objective (PPO) assessments and tests. Procedures for both students and teachers are included for the prewriting, first draft writing, and revising/rewriting sessions. A brief guide to evaluation procedures and intervention strategies is also provided. (MM)

The Mock Research Paper

ERIC Educational Resources Information Center

Clark, Carlton

2008-01-01

The mock research paper combines creative writing with academic writing and, in the process, breaks down that binary. This article describes a writing assignment that offers an introduction to the college research paper genre. This assignment helps students focus on crafting an argument and learning genre conventions while postponing until the…

Do Sixth-Grade Writers Need Process Strategies?

ERIC Educational Resources Information Center

Torrance, Mark; Fidalgo, Raquel; Robledo, Patricia

2015-01-01

Background: Strategy-focused writing instruction trains students both to set explicit product goals and to adopt specific procedural strategies, particularly for planning text. A number of studies have demonstrated that strategy-focused writing instruction is effective in developing writing performance. Aim: This study aimed to determine whether…

Formative Assessment in EFL Writing: An Exploratory Case Study

ERIC Educational Resources Information Center

Lee, Icy

2011-01-01

In second-language writing, assessment has traditionally focused on the written products and how well (or badly) students perform in writing. Teachers dominate the assessment process as testers, while students remain passive testees. Assessment is something teachers "do to" rather than '"with" students, mainly for…

Understanding the processes of writing papers reflectively.

PubMed

Regmi, Krishna; Naidoo, Jennie

2013-07-01

This paper explores the writing of research papers using reflective frameworks. Reflective practice is integral to professional education and development. However, healthcare students, academics and practitioners have given limited attention to how to write reflectively. In addition, there are limited resources on the practical aspects of writing papers reflectively. The following major databases were searched: PubMed, Medline, King's Library, Excerpta Medica Database, Department of Health database, Cumulative Index to Nursing and Allied Health Literature. The searches were conducted using 'free text' and 'index' terms. Only relevant papers published in English were reviewed and scrutinised. Unpublished reports, internal publications, snowballing from the reference lists and personal contacts were also included in the search. This is a review paper that critiques the frameworks used for reflective practice. Writing papers reflectively is a complex task. Healthcare professionals and researchers need to understand the meaning of reflection and make appropriate use of reflective frameworks. Demystifying the process of reflectively writing papers will help professionals develop skills and competencies. IMPLICATION FOR RESEARCH/PRACTICE: This article provides a practical guide to reflection and how nursing and allied healthcare students, academics and practitioners can practise it. The paper identifies four generic stages in frameworks: description, assessment, evaluation and action, which are illustrated by annotated 'skeletal' examples. It is hoped that this will assist the process of reflective practice, writing and learning.

Writing a journal article: guidance for novice authors.

PubMed

Price, Bob

2014-05-06

This article focuses on writing for journal publication. The purpose of writing is explored, paying particular attention to the message to be conveyed and the readership to which that message is addressed.The process of drafting and revising an article for publication is outlined, after which attention is turned to the peer-review process, what peer reviewers are looking for in an article, and what might then be required of the author in redrafting the article to meet the expectations of the journal. Prospective authors are encouraged to research the journal to which they plan to submit their work, and to then target their writing to the readership of that publication.

Reflective Writing's Synecdochic Imperative: Process Descriptions Redescribed

ERIC Educational Resources Information Center

Jung, Julie

2011-01-01

Scholars and teachers within the field of composition have long heralded the merits of reflective writing. Whether written intermittently throughout a course or near the end (typically in the genre of portfolio cover letter), reflective writing assignments are thought to promote cognitive development by helping students become more aware of their…

Writing Stories in the Sciences

ERIC Educational Resources Information Center

Lee, Eunbae; Maerz, John C.

2015-01-01

Writing stories is advocated as an excellent means of learning the process of science; however, little is understood about students' experiences of engaging in story writing in postsecondary science courses. The study described in this article was designed to improve the practice of using stories in science by examining students' lived experience…

Writing Strengthens Orthography and Alphabetic-Coding Strengthens Phonology in Learning to Read Chinese

ERIC Educational Resources Information Center

Guan, Connie Qun; Liu, Ying; Chan, Derek Ho Leung; Ye, Feifei; Perfetti, Charles A.

2011-01-01

Learning to write words may strengthen orthographic representations and thus support word-specific recognition processes. This hypothesis applies especially to Chinese because its writing system encourages character-specific recognition that depends on accurate representation of orthographic form. We report 2 studies that test this hypothesis in…

Integrating Reading, Writing, and Thinking.

ERIC Educational Resources Information Center

Anderson, Philip M., Ed.

1983-01-01

The eight articles in this focused journal issue are concerned with integrating reading, writing, and thinking, with varying attention to other language processes such as listening and speaking. The titles and authors of the articles are (1) "Does What You Read Influence How You Write?" by Dennis Adams; (2) "Dictation: Building…

Bodies in Composition: Teaching Writing through Kinesthetic Performance

ERIC Educational Resources Information Center

Butler, Janine

2017-01-01

This article calls on composition instructors to reflect consciously on how we can use our bodies kinesthetically to perform multimodal writing processes through gestural, visual, and spatial modes. Teaching writing through kinesthetic performance can show students that our bodies are being constructed via interaction with audiences, akin to the…

Taking a Closer Look at Writing Conferences.

ERIC Educational Resources Information Center

Florio-Ruane, Susan

Current literature on writing instruction focuses on the writing conference, which accompanies a shift in emphasis from product to process and potentially transforms the teacher's role from task master and evaluator to respondent, opening the door to greater peer interaction in literacy learning. However desirable this ideal may be, extant…

Write Angles: Strategies for Teaching Composition.

ERIC Educational Resources Information Center

Tompkins, Gail E., Ed.; Goss, Claudette, Ed.

Written by teachers for teachers, this book, the first publication of the Oklahoma Writing Project, contains a collection of articles which describe successful strategies and activities for teaching composition. The articles, which deal with a variety of topics, listed with their authors, are as follows: (1) The Writing Process (Gail E. Tompkins…

Concept Maps as Cognitive Visualizations of Writing Assignments

ERIC Educational Resources Information Center

Villalon, Jorge; Calvo, Rafael A.

2011-01-01

Writing assignments are ubiquitous in higher education. Writing develops not only communication skills, but also higher-level cognitive processes that facilitate deep learning. Cognitive visualizations, such as concept maps, can also be used as part of learning activities including as a form of scaffolding, or to trigger reflection by making…

Language Supports for Journal Abstract Writing across Disciplines

ERIC Educational Resources Information Center

Liou, H.-C.; Yang, P.-C.; Chang, J. S.

2012-01-01

Various writing assistance tools have been developed through efforts in the areas of natural language processing with different degrees of success of curriculum integration depending on their functional rigor and pedagogical designs. In this paper, we developed a system, WriteAhead, that provides six types of suggestions when non-native graduate…

Collaborative Problem Writing in the Multicultural Classroom.

ERIC Educational Resources Information Center

Padula, Janice; Nin, Lucy; Lam, Sucy

1998-01-01

Suggests that teachers could write problems to suit student populations in their schools and in the process of doing so encourage discussion, reflection, and writing by their students on mathematical language. Presents a series of games for the creation of equations for Year 7 students. (Contains 13 references.) (ASK)

Successful Writing: Five Roadblocks to Overcome

ERIC Educational Resources Information Center

King, Kathleen P.

2013-01-01

This article provides essential strategies to be more successful in one of the major roles in academia: writing. Most academics struggle with roadblocks in their writing process. We are forever battling to complete research articles, manuscripts, grant proposals or other documents. The strategies and perspective shared here help overcome several…

The High School Writing Center: Establishing and Maintaining One.

ERIC Educational Resources Information Center

Farrell, Pamela B., Ed.

Focusing on high school writing centers, this collection of essays discusses a variety of issues associated with the writing center, including the process of securing the principal's support, setting goals, working out physical arrangements, training tutors and professional staff, fostering student participation, and record keeping. Essays and…

Writing Centre Tutoring Sessions: Addressing Students' Concerns

ERIC Educational Resources Information Center

Winder, Roger; Kathpalia, Sujata S.; Koo, Swit Ling

2016-01-01

The guiding principle behind university writing centres is to focus on the process of writing rather than the finished product, prioritising higher order concerns related to organisation and argumentation of texts rather than lower order concerns of grammar and punctuation. Using survey-based data, this paper examines students' concerns regarding…

Purpose and Process in Exemplary Teen Writings

ERIC Educational Resources Information Center

Olthouse, Jill M.; Sauder, Adrienne E.

2016-01-01

Exemplary adolescent creative writers' stories and poems demonstrate a connection between personal purposes for writing and the development of advanced technical skills. This hermeneutic analysis of 33 student texts (which were chosen because of their relation to the topic of literacy) reveals three main reasons for writing (remembrance,…

Science in Writing: Learning Scientific Argument in Principle and Practice

ERIC Educational Resources Information Center

Cope, Bill; Kalantzis, Mary; Abd-El-Khalick, Fouad; Bagley, Elizabeth

2013-01-01

This article explores the processes of writing in science and in particular the "complex performance" of writing a scientific argument. The article explores in general terms the nature of scientific argumentation in which the author-scientist makes claims, provides evidence to support these claims, and develops chains of scientific…

Writing as a Design Discipline: Exploring the Relationship between Composition and Programming.

ERIC Educational Resources Information Center

Walton, Richard E.; Balestri, Diane

1987-01-01

Examines similarities between composition and programming processes, and reviews two studies that linked instruction in computer programming and freshman composition to help students understand writing as a design discipline. Projects at the University of Montana and Bryn Mawr College which improved students' writing abilities are described. (LRW)

Incorporating Writing into the Science Curriculum: A Sample Activity.

ERIC Educational Resources Information Center

Totten, Samuel; Tinnin, Claire

1988-01-01

Presents a lesson on introducing writing into the science curriculum by using an experiment to illustrate the detrimental effect of tobacco smoke on human lungs. Outlines the materials, procedures, a summary of the project, extension activities, and additional information about the writing process. Two handout sheets are included. (RT)

SCORE A: A Student Research Paper Writing Strategy.

ERIC Educational Resources Information Center

Korinek, Lori; Bulls, Jill A.

1996-01-01

A mnemonic strategy for writing a research paper is explained. "SCORE A" reminds the student to select a subject, create categories, obtain sources, read and take notes, evenly organize the information, and apply process writing steps. Implementation of the strategy with five eighth graders with learning disabilities is reported. (DB)

Going to the Source: Research Paper Writing Experience.

ERIC Educational Resources Information Center

Rooney, Theresa

2000-01-01

First years students' experiences and knowledge about research paper writing were studied to investigate how strongly the process writing movement has influenced instructional practice, and how appropriately students have been prepared for their college experience. Finds that many of the students arrived at college without the experience of…

Social Cognition, Emotions, and the Psychology of Writing.

ERIC Educational Resources Information Center

Brand, Alice G.

Interest in social construction has coincided with a widespread movement to situate the composing process in a social-cognitive paradigm. Because social and emotional themes overlap, writing specialists assume that the emotional components of writing have been taken care of. However, by being absorbed into social themes, the emotional experience…

Instructional Chains as a Method for Examining the Teaching and Learning of Argumentative Writing in Classrooms

ERIC Educational Resources Information Center

VanDerHeide, Jennifer; Newell, George E.

2013-01-01

We propose "instructional chaining" as an analytic method for capturing and describing key instructional episodes enacted by expert writing teachers to foster the recontextualization over time of the social practices of argumentative writing through process-oriented instructional approaches. The article locates instructional chaining…

A Writing Course Designed for Developmental College Students.

ERIC Educational Resources Information Center

Malinowski, Patricia A.; Huard, Susan D.

This description of "Introduction to College Composition," a credit-bearing developmental writing course offered by the Community College of the Finger Lakes, provides an overview of the writing, grammar skills, and reading components of the course. Introductory information indicates that the course adopts a process-oriented approach to…

The Role of Networked Learning in Academics' Writing

ERIC Educational Resources Information Center

McCulloch, Sharon; Tusting, Karin; Hamilton, Mary

2017-01-01

This article explores academics' writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research project that has involved working closely with academics across different disciplines and institutions to explore their writing practices,…

Effects of an expressive writing intervention on a group of public employees subjected to work relocation.

PubMed

Tarquini, Matteo; Di Trani, Michela; Solano, Luigi

2016-02-15

Pennebaker's writing technique has yielded good results on health, psychological and performance dimensions. In spite of the positive outcomes, the technique has rarely been applied directly within the workplace and its effects on burnout have never been tested. 18 public employees subjected to work relocation were asked to write about their present work situation or another difficult event of their life (Writing Group), while another 17 were not assigned any writing task (Control Group). To assess whether there was an improvement in burnout, alexithymia and psychological well-being in the Writing Group compared with the baseline measurement and the Control Group. While the baseline levels in the Writing and Control Groups in the 3 dimensions considered were similar, scores in the Writing Group at both a second (1 month after the end of the procedure) and third measurement (7 months after the end) improved when compared with the baseline, whereas those in the Control Group worsened. Pennebaker's writing technique appears to promote adaptive coping strategies in stressful situations, and to increase occupational and psychological well-being as well as the ability to process emotions. It also appears to buffer the negative effects of work-related stress.

Laser direct writing of micro- and nano-scale medical devices

PubMed Central

Gittard, Shaun D; Narayan, Roger J

2010-01-01

Laser-based direct writing of materials has undergone significant development in recent years. The ability to modify a variety of materials at small length scales and using short production times provides laser direct writing with unique capabilities for fabrication of medical devices. In many laser-based rapid prototyping methods, microscale and submicroscale structuring of materials is controlled by computer-generated models. Various laser-based direct write methods, including selective laser sintering/melting, laser machining, matrix-assisted pulsed-laser evaporation direct write, stereolithography and two-photon polymerization, are described. Their use in fabrication of microstructured and nanostructured medical devices is discussed. Laser direct writing may be used for processing a wide variety of advanced medical devices, including patient-specific prostheses, drug delivery devices, biosensors, stents and tissue-engineering scaffolds. PMID:20420557

Exploring the process of writing about and sharing traumatic birth experiences online.

PubMed

Blainey, Sarah H; Slade, Pauline

2015-05-01

This study aimed to explore the experience of writing about a traumatic birth experience and sharing it online. Twelve women who had submitted their stories about traumatic birth experiences to the Birth Trauma Association for online publication were interviewed about their experiences. Women were interviewed shortly after writing but before posting and again 1 month after the story was posted online. All participants completed both interviews. These were transcribed and analysed using template analysis. Women described varied reasons for writing and sharing their stories, including wanting to help themselves and others. The process of writing was described as emotional, however was generally seen as a positive thing. Aspects of writing that were identified as helpful included organizing their experiences into a narrative, and distancing themselves from the experience. Writing and posting online about a traumatic birth is experienced positively by women. It may be a useful self-help intervention and is worthy of systematic evaluation. The mechanisms through which writing is reported to have impacted as described in the interviews link to the mechanisms of change in cognitive-behavioural approaches to post-traumatic symptoms. Statement of contribution What is already known on this subject? Some women develop post-traumatic stress disorder-like symptoms following birth. These can impact on both themselves and their family, yet these women may not seek professional help. Writing about a traumatic event may be a useful approach for reducing post-traumatic stress symptoms, but the impact of online sharing is unknown. What does this study add? This study demonstrates that women report benefits from writing about their birth experiences. Writing enabled organizing the experience into a narrative and distancing from the trauma, which was helpful. Sharing the story online was an emotional experience for participants, however was generally seen positively. © 2014 The British Psychological Society.

Medial-Vowel Writing Difficulty in Korean Syllabic Writing: A Characteristic Sign of Alzheimer's Disease

PubMed Central

Yoon, Ji Hye; Jeong, Yong

2018-01-01

Background and Purpose Korean-speaking patients with a brain injury may show agraphia that differs from that of English-speaking patients due to the unique features of Hangul syllabic writing. Each grapheme in Hangul must be arranged from left to right and/or top to bottom within a square space to form a syllable, which requires greater visuospatial abilities than when writing the letters constituting an alphabetic writing system. Among the Hangul grapheme positions within a syllable, the position of a vowel is important because it determines the writing direction and the whole configuration in Korean syllabic writing. Due to the visuospatial characteristics of the Hangul vowel, individuals with early-onset Alzheimer's disease (EOAD) may experiences differences between the difficulties of writing Hangul vowels and consonants due to prominent visuospatial dysfunctions caused by parietal lesions. Methods Eighteen patients with EOAD and 18 age-and-education-matched healthy adults participated in this study. The participants were requested to listen to and write 30 monosyllabic characters that consisted of an initial consonant, medial vowel, and final consonant with a one-to-one phoneme-to-grapheme correspondence. We measured the writing time for each grapheme, the pause time between writing the initial consonant and the medial vowel (P1), and the pause time between writing the medial vowel and the final consonant (P2). Results All grapheme writing and pause times were significantly longer in the EOAD group than in the controls. P1 was also significantly longer than P2 in the EOAD group. Conclusions Patients with EOAD might require a higher judgment ability and longer processing time for determining the visuospatial grapheme position before writing medial vowels. This finding suggests that a longer pause time before writing medial vowels is an early marker of visuospatial dysfunction in patients with EOAD. PMID:29504296

Medial-Vowel Writing Difficulty in Korean Syllabic Writing: A Characteristic Sign of Alzheimer's Disease.

PubMed

Yoon, Ji Hye; Jeong, Yong; Na, Duk L

2018-04-01

Korean-speaking patients with a brain injury may show agraphia that differs from that of English-speaking patients due to the unique features of Hangul syllabic writing. Each grapheme in Hangul must be arranged from left to right and/or top to bottom within a square space to form a syllable, which requires greater visuospatial abilities than when writing the letters constituting an alphabetic writing system. Among the Hangul grapheme positions within a syllable, the position of a vowel is important because it determines the writing direction and the whole configuration in Korean syllabic writing. Due to the visuospatial characteristics of the Hangul vowel, individuals with early-onset Alzheimer's disease (EOAD) may experiences differences between the difficulties of writing Hangul vowels and consonants due to prominent visuospatial dysfunctions caused by parietal lesions. Eighteen patients with EOAD and 18 age-and-education-matched healthy adults participated in this study. The participants were requested to listen to and write 30 monosyllabic characters that consisted of an initial consonant, medial vowel, and final consonant with a one-to-one phoneme-to-grapheme correspondence. We measured the writing time for each grapheme, the pause time between writing the initial consonant and the medial vowel (P1), and the pause time between writing the medial vowel and the final consonant (P2). All grapheme writing and pause times were significantly longer in the EOAD group than in the controls. P1 was also significantly longer than P2 in the EOAD group. Patients with EOAD might require a higher judgment ability and longer processing time for determining the visuospatial grapheme position before writing medial vowels. This finding suggests that a longer pause time before writing medial vowels is an early marker of visuospatial dysfunction in patients with EOAD. Copyright © 2018 Korean Neurological Association.

A guide for writing in the scientific forum.

PubMed

Kotsis, Sandra V; Chung, Kevin C

2010-11-01

When considering the importance of scientific writing in disseminating new discoveries and ideas, it is quite remarkable that few physicians have received any formal instruction in this essential process. This article focuses on the fundamental principles of scientific writing that also include a "style and grace" component. The art of good scientific writing is to convey scientific materials in a clear and interesting way, while avoiding incomprehensible sentences that only serve to disguise marginal contents within the article. The goal of this article is to encourage authors and readers to critically examine the art of scientific writing to overcome the barrier to effective communication.

Beyond the One-Hour Outreach Talk: Introducing a Reading and Writing Program into a High School Science Class

NASA Astrophysics Data System (ADS)

Ratay, Douglas L.; Schairer, Ashley; Garland, Catherine A.; Gomez-Martin, Cynthia

We present a discussion of a newly implemented one-year program that brings high-level science reading and writing into a remedial high school science class. In the program, articles from publications such as Scientific American and Astronomy magazines are used to teach current science topics and to reinforce reading and writing skills. These skills are critical for general knowledge, literacy, and for passing state standardized tests. Members of the astronomy community act as "writing coaches" to help guide the students through the reading and writing process. This program illustrates one way that astronomers can become involved with underserved populations.

Process and product in writing--a methodological contribution to the assessment of written narratives in 8-12-year-old Swedish children using ScriptLog.

PubMed

Asker-Arnason, Lena; Wengelin, Asa; Sahlén, Birgitta

2008-01-01

Twenty-seven children, with typical language development (TLD), 8-10 years old and 10-12 years old, were assessed with keystroke-logging in order to investigate their narrative writing. Measures of the writing process and the written product were used. One purpose was to explore how children produce written narratives in on-line production, and to relate the writing process to the written product. The results showed that those children who produced the final text faster, also wrote stories that comprised of more words. In the group of older children, children with better narrative ability used less pause time than those with worse ability, and the girls were faster writers than the boys. We believe that keystroke-logging gives valuable information for the assessment of young children's writing and that it is a potentially valid assessment tool for children from about 10 years of age.

The Interaction between Central and Peripheral Processing in Chinese Handwritten Production: Evidence from the Effect of Lexicality and Radical Complexity

PubMed Central

Zhang, Qingfang; Feng, Chen

2017-01-01

The interaction between central and peripheral processing in written word production remains controversial. This study aims to investigate whether the effects of radical complexity and lexicality in central processing cascade into peripheral processing in Chinese written word production. The participants were asked to write characters and non-characters (lexicality) with different radical complexity (few- and many-strokes). The findings indicated that regardless of the lexicality, the writing latencies were longer for characters with higher complexity (the many-strokes condition) than for characters with lower complexity (the few-strokes condition). The participants slowed down their writing execution at the radicals' boundary strokes, which indicated a radical boundary effect in peripheral processing. Interestingly, the lexicality and the radical complexity affected the pattern of shift velocity and writing velocity during the execution of writing. Lexical processing cascades into peripheral processing but only at the beginning of Chinese characters. In contrast, the radical complexity influenced the execution of handwriting movement throughout the entire character, and the pattern of the effect interacted with the character frequency. These results suggest that the processes of the lexicality and the radical complexity function during the execution of handwritten word production, which suggests that central processing cascades over peripheral processing during Chinese characters handwriting. PMID:28348536

Enhancing the research and publication efforts of health sciences librarians via an academic writing retreat.

PubMed

Bullion, John W; Brower, Stewart M

2017-10-01

This case study describes the South Central Chapter of the Medical Library Association (SCC/MLA) initiative to develop an academic writing retreat for members who sought the necessary time and support to advance their research projects toward publication. SCC/MLA staged a dedicated writing retreat to coincide with the organization's 2012, 2013, and 2014 annual meetings. Each cohort met over two days to write and to workshop their peers' manuscripts. Organizers distributed an online survey one month after each retreat to evaluate attendees' perceptions. Three years' worth of writing retreats yielded fourteen peer-reviewed articles and one book chapter. Participants indicated that the retreat helped them meet or exceed their writing goals by offering protected time and a setting conducive to productivity. The format of the retreat is cost effective and easily adaptable for fellow professionals who wish to organize a formal event as a conference offering or simply support a writing group at their home institutions. In SCC/MLA, the retreat revitalized interest in writing and demystified the scholarly publication process.

Reversible mechano-electrochemical writing of metallic nanostructures with the tip of an atomic force microscope.

PubMed

Obermair, Christian; Kress, Marina; Wagner, Andreas; Schimmel, Thomas

2012-01-01

We recently introduced a method that allows the controlled deposition of nanoscale metallic patterns at defined locations using the tip of an atomic force microscope (AFM) as a "mechano-electrochemical pen", locally activating a passivated substrate surface for site-selective electrochemical deposition. Here, we demonstrate the reversibility of this process and study the long-term stability of the resulting metallic structures. The remarkable stability for more than 1.5 years under ambient air without any observable changes can be attributed to self-passivation. After AFM-activated electrochemical deposition of copper nanostructures on a polycrystalline gold film and subsequent AFM imaging, the copper nanostructures could be dissolved by reversing the electrochemical potential. Subsequent AFM-tip-activated deposition of different copper nanostructures at the same location where the previous structures were deleted, shows that there is no observable memory effect, i.e., no effect of the previous writing process on the subsequent writing process. Thus, the four processes required for reversible information storage, "write", "read", "delete" and "re-write", were successfully demonstrated on the nanometer scale.

The Tablet Inscribed: Inclusive Writing Instruction with the iPad

ERIC Educational Resources Information Center

Sullivan, Rebecca M.

2013-01-01

Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students…

Spoonfuls of Justice, Fistfuls of Writing

ERIC Educational Resources Information Center

Rentz, Lisa Annelouise

2005-01-01

As a part of the artist-mentor program at Battery Creek High School, the author was there to share her creative writing process with the students and their teachers. This article describes creative writing in a Food and Nutrition class which the students put together in a literary cookbook, "Da Food." "Justice on a Page: Writing…

Classroom EFL Writing: The Alignment-Oriented Approach

ERIC Educational Resources Information Center

Haiyan, Miao; Rilong, Liu

2016-01-01

This paper outlines the alignment-oriented approach in classroom EFL writing. Based on a review of the characteristics of the written language and comparison between the product-focused approach and the process-focused approach, the paper proposes a practical classroom procedure as to how to teach EFL writing. A follow-up empirical study is…

Reflections on Writing a Biographical Account of a Woman Educator Activist.

ERIC Educational Resources Information Center

Martin, Jane

2001-01-01

Reflects on the process of writing a biographical account about the female educator activist, Mary Bridges Adams. States the writing method should transpire in an analytical, linear, sociological narrative approach. Concludes that the past has been told from a masculine gendered narrative, not giving due attention to representing women. (MER)

A Comparison of Abstract Writing Style between English and Chinese

ERIC Educational Resources Information Center

Zhou, Xiaoying; Liao, Hangjie

2018-01-01

In this paper the authors conducted a comprehensive study on English abstract writing style. Abstraction is the process of forming a theoretical concept based on the observation and classification of object things. This concept has no definite denotation. However in specific situation it can be clearly understood. In English, writing an abstract…

Toulmin and the Ethics of Argument Fields: Teaching Writing and Argument.

ERIC Educational Resources Information Center

Stygall, Gail

Writing instructors who teach argument are familiar with the dilemma of conflicting metaphors: those who teach writing with a process approach may structure their teaching through a growth or benevolent nature metaphor, but cannot deny the tenacity of the "argument as war" metaphor. Breaking this war metaphor requires that ethics become…

Teaching Writing: Craft, Art, Genre

ERIC Educational Resources Information Center

Claggett, Fran

2005-01-01

In today's educational climate, it is more important than ever that teachers prepare their students to be effective and competent writers who can write for a variety of purposes. How can teachers teach their students the skills they need to be successful while also fostering an appreciation for the process, craft, and art of writing? Drawing from…

The Impact of Electronic Communication on Writing. ERIC Digest.

ERIC Educational Resources Information Center

Abdullah, Mardziah Hayati

Noting that electronic communication places new demands on language that leads to interesting variations in written language use, this Digest summarizes insights gained from research on writing behavior and performance in the electronic age. It concludes that both the process and the content of writing are evolving in response to the increased use…

Learning by Doing: the Progressive Novella Project.

ERIC Educational Resources Information Center

Conroy, Michael G.

1996-01-01

States that the Progressive Novella Project for high school students involves the collaborative writing of a 35-50 page novella. Explains that prior to the actual writing process, students are educated in the basic elements of fiction writing. Describes the division of labor into groups. Comments that the results of the project are invariably…

Writing for the Big Screen: Literacy Experiences in a Moviemaking Project

ERIC Educational Resources Information Center

Bedard, Carol; Fuhrken, Charles

2011-01-01

An integrated language arts and technology program engaged students in reading and writing activities that funded an experience in moviemaking. With video cameras in hand, students, often working collaboratively, developed expanded views of the writing and revision processes as they created movies that mattered to them and found an audience beyond…

Balancing Self-Directed Learning with Expert Mentoring: The Science Writing Heuristic Approach

ERIC Educational Resources Information Center

Shelley, Mack; Fostvedt, Luke; Gonwa-Reeves, Christopher; Baenziger, Joan; McGill, Michael; Seefeld, Ashley; Hand, Brian; Therrien, William; Taylor, Jonte; Villanueva, Mary Grace

2012-01-01

This study focuses on the implementation of the Science Writing Heuristic (SWH) curriculum (Hand, 2007), which combines current understandings of learning as a cognitive and negotiated process with the techniques of argument-based inquiry, critical thinking skills, and writing to strengthen student outcomes. Success of SWH is dependent on the…

Writing as a Tool in Teaching Sketching: Implications for Architectural Design Education

ERIC Educational Resources Information Center

Soygenis, Sema; Soygenis, Murat; Erktin, Emine

2010-01-01

This article discusses the process of a study designed to develop university students' sketching skills in schools of architecture. Acknowledging the relationship between cognition and writing, it aims to investigate the role of writing in learning sketching among architecture students and to examine how students regulate their thoughts by writing…

Storying the Terroir of Collaborative Writing: Like Wine and Food, a Unique Pairing of Mentoring Minds

ERIC Educational Resources Information Center

Griffin, Shelley M.; Beatty, Rodger J.

2010-01-01

As two faculty members in a Canadian post-secondary teacher education context, the authors inquired into their collaborative writing process initiated through an informal faculty mentoring relationship. Situating their writing in the discourses of personal practical knowledge, social constructionism, narrative inquiry, and autobiography grounds…

Rescuing Excalibur

ERIC Educational Resources Information Center

Yancy, Rick

2005-01-01

The author of this article states that, as a fiction writer, he is reluctant to discuss process, yet, at war with a mystical stance about writing fiction, is the belief he imparts to his students that writing is a craft that can be taught, mastered, and understood. This article describes the seemingly subconscious approach to the writing of "The…

Peer Feedback Practice in EFL Tertiary Writing Classes

ERIC Educational Resources Information Center

Nguyen, Ha Thi

2016-01-01

Peer feedback plays a pivotal role in stimulating students' participation in L2 writing, which has the potential to develop students' writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation…

Development of a Writing Center: A Bright Idea.

ERIC Educational Resources Information Center

McKeague, Patricia M.; Reis, Elizabeth

Recognizing that good writing skills are critical to achieving college and career success, the Communications Department at Moraine Valley Community College (MVCC) initiated a 10-month research and planning process which culminated in the establishment of a Writing Center (WC) in the fall of 1990. The objectives of the WC are to: (1) offer all…

Understanding Students' Use of Sources in Research Writing through an Epistemological Lens

ERIC Educational Resources Information Center

Nicolas, Corinne E.

2012-01-01

Concerns about the poor quality of students' use of sources in undergraduate research writing have typically led to investigations either of students' information-seeking strategies or of their composing practices. I argue that an either/or approach provides an incomplete picture of students' research writing processes, and that an exploration of…

Using Translation Exercises in the Communicative EFL Writing Classroom

ERIC Educational Resources Information Center

Kim, Eun-Young

2011-01-01

Implementing process pedagogy in an L2 writing classroom has its own limits for students with low English proficiency. Although L1 writers commonly benefit from writing multiple drafts, most of the low English level Korean college students in my English composition class did not benefit from the revisions. This article introduces an innovative…

Creativity and the Composing Process: Making Thought Visible.

ERIC Educational Resources Information Center

Perl, Sondra

Observing writers in isolation, pulling them into research settings in neatly designed studies will reveal nothing about the circumstances that enable people to write. Context, or the setting in which writing actually takes place, may be the most enabling circumstance. Many first grade teachers believe their students cannot write or even spell.…

Commitment to Literacy: Another Opportunity for Excellence.

ERIC Educational Resources Information Center

Roth, Audrey J.

English composition teachers in community colleges encounter a wide range of writing abilities and problems in their classes and must provide a great deal of individualized attention to assist students in mastering the process of writing. If teachers of writing are to be able to carry out their designated commitment to literacy for students,…

Improving Student Writing through E-Mail Mentoring

ERIC Educational Resources Information Center

Burns, Mary

2006-01-01

Computer technology has become an indispensable tool in writing. Those of us who have spent any time in schools can attest to the prevalence of word processing, concept mapping, Web editing, and electronic presentation software, all deployed, to a large extent, in the collective effort to enhance student writing. The degree to which such tools…

The Implementation of Team-Based Discovery Learning to Improve Students' Ability in Writing Research Proposal

ERIC Educational Resources Information Center

Arifani, Yudhi

2016-01-01

Writing research proposal in educational setting is a very complex process involving variety of elements. Consequently, analyzing the complex elements from introduction to data analysis sections in order to yield convinced research proposal writing through reviewing reputable journal articles is worth-contributing. The objectives of this research…

Beyond Pedagogy: Theorizing without Teachers

ERIC Educational Resources Information Center

Williams, Amy D.

2014-01-01

Composition theory and pedagogy have variously understood writing as a noun or as a verb, a product or a process. This paper proposes a shift to theorizing writing as a gerund (writing "g.") and argues that this approach opens a space for more productive composition theory. A gerund orientation focuses attention on the virtual and…

The Social Scientist as Author: Clifford Geertz on Ethnography and Social Construction.

ERIC Educational Resources Information Center

Olson, Gary A.

1991-01-01

Outlines and comments on the views of Clifford Geertz with regard to ethnography and social construction. Provides a transcript of an interview with Geertz, in which Geertz comments on his technical anthropological writings. Discusses his recent book "Works and Lives," his writing process, persuasive writing, and literary criticism,…

Affect and Cognition in the Writing Processes of Eleventh Graders: A Study of Concentration and Motivation.

ERIC Educational Resources Information Center

Cleary, Linda Miller

1991-01-01

Investigates the writing experience of 40 eleventh graders and examines the social and pedagogical circumstances contributing to their limited concentration and motivation. Finds that emotion disrupts sustained and thoughtful attention to writing. Demonstrates the psychological toll of limited concentration, negative self-view, and limited…

Healing Classrooms: Therapeutic Possibilities in Academic Writing

ERIC Educational Resources Information Center

Batzer, Benjamin

2016-01-01

This article asks us to consider what the process of healing and composition pedagogy have to learn from each other. More specifically, it identifies how the therapeutic potential of writing, which has been largely neglected in the academy in recent years, can influence the ways we teach transferable writing skills. The article considers how…

What Is "Inkshedding"?

ERIC Educational Resources Information Center

Hunt, Russell A.

"Inkshedding" grew out of a process of trying to make "freewriting" into something dialogically transactional. The idea was to give writing a social role in a classroom, and thus to create a situation in which the writing was read by real readers, to understand and respond to what was said rather than to evaluate and "help" with the writing. In…

Brain Activation Associated with Practiced Left Hand Mirror Writing

ERIC Educational Resources Information Center

Kushnir, T.; Arzouan, Y.; Karni, A.; Manor, D.

2013-01-01

Mirror writing occurs in healthy children, in various pathologies and occasionally in healthy adults. There are only scant experimental data on the underlying brain processes. Eight, right-handed, healthy young adults were scanned (BOLD-fMRI) before and after practicing left-hand mirror-writing (lh-MW) over seven sessions. They wrote dictated…

Online Peer Discourse in a Writing Classroom

ERIC Educational Resources Information Center

Choi, Jessie

2014-01-01

This paper is an attempt to explore the interaction discourse of second language undergraduate learners in the online peer review process of a writing classroom in Hong Kong. Specifically, the writer sought to investigate the types of online discourse learners have in the peer discussions on their writing, and to examine the role of explicit…

Iranian EFL Students' Writing Strategies for Error Correction: An MI Approach

ERIC Educational Resources Information Center

Ansari, Dariush Nejad; Varnosfadrani, Azizollah Dabaghi

2010-01-01

This study tries to shed some light on the Iranian EFL students' writing strategies at the revision stage of the process of writing in relation to students' interpersonal or intrapersonal intelligences. A total of 73 students majoring in English participated in this investigation. The results indicated that there was a significant relationship…

Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level

ERIC Educational Resources Information Center

Bernhardt, Elizabeth; Molitoris, Joan; Romeo, Ken; Lin, Nina; Valderrama, Patricia

2015-01-01

Writing in postsecondary foreign language contexts in North America has received far less attention in the curriculum than the development of oral proficiency. This article describes one institution's process of confronting the challenges not only of recognizing the contribution of writing to students' overall linguistic development, but also of…

Reading Does Not Depend on Writing, Even in Chinese

ERIC Educational Resources Information Center

Bi, Yanchao; Han, Zaizhu; Zhang, Yumei

2009-01-01

A recent hypothesis proposes that reading depends on writing in a logographic language--Chinese. We present a Chinese individual (HLD) with brain damage whose profile challenges this hypothesis. HLD was severely impaired in the whole process of writing. He could not access orthographic knowledge, had poor orthographic awareness, and was poor at…

Developing Writing and Thinking Skills in the Student.

ERIC Educational Resources Information Center

Hill, Jeff

An English teacher at Hokkaido International School, Japan, guided his students through the writing process of thinking up ideas for writing topics and developing and revising those ideas into competent works. The class was composed of seven non-native speakers (in grades nine through twelve) who tried to achieve fluency in English within the…

Real Readers for Real Writers.

ERIC Educational Resources Information Center

Dieterich, Dan

In the business writing class, teachers should consider the following suggestions: (1) capture students' interest and involve them, (2) prepare them for life outside the English classroom, (3) help them better understand the writing process, and (4) show them that writing occurs in a context that includes a writer, one or more readers, and a host…

Writing for Beginning Readers.

ERIC Educational Resources Information Center

Hawkins, Carria

This guide contains 15 units designed to help adult basic education or literacy education students write materials used in everyday life. The first section of the guide contains an introduction to the writing/teaching process and suggestions for teachers. The 15 units that follow serve as a workbook for students. They cover the following topics:…

Anatomy of Process-Based Writing Center Tutorials with NNES Writers: What Writers Take Away

ERIC Educational Resources Information Center

Vickers, Jason C.

2012-01-01

Non-native English speaking (NNES) students in higher educational settings face difficulties writing academic papers and, in response to these difficulties, often seek assistance in understanding cultural, rhetorical, linguistic aspect of writing in English (Harris & Silva, 1993; Powers & Nelson, 1995). One resource available to them is…

"The Three Hags and Pocohontas": How Collaboration Develops Early Years Writing Skills

ERIC Educational Resources Information Center

Boyle, Bill; Charles, Marie

2011-01-01

This article relates a child's development in story writing and the progress that she made in achieving text cohesion, spelling development and ideation through the collaborative process. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social…

Composition Theory as Metaphor: For Our Eyes Only?

ERIC Educational Resources Information Center

Matzen, Richard N., Jr.

Teachers know that these metaphors affect the teaching of composition: the banking concept of knowledge, student ownership of writing, and writing as risk-taking. However, these metaphors explain more to teachers and less to students who are writers. When teachers speak of the writing process in such terms as mapping, voicing, and brainstorming,…

Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children With and Without LD in Writing.

PubMed

Jiménez, Juan E; Marco, Isaac; Suárez, Natalia; González, Desirée

This study had two purposes: examining the internal structure of the Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A group of 1,168 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers, who in turn were compared with mixed compared with typically achieving writers). The results indicated that poor handwriters did not differ from typically achieving writers in phonological processing, visual-orthographic processing, and sentence production components by keyboarding. The educational implications of the findings are analyzed with regard to acquisition of keyboarding skills in children with and without LD in transcription.

Thermal Writing 1987

NASA Astrophysics Data System (ADS)

Peckham, Robert F.

1987-04-01

The creating of intelligent marks on a substrate by means of thermal energy has been in use for thousands of years, e.g., branding of livestock and burning images onto wood. During the past 30 years, this type of imaging has been significantly refined. Recent advances allow the creation of color images, 16 shades of gray and letter quality printing on white substrates. Permanent images are now being written with direct thermal processes. The foregoing make thermal writing very attractive for numerous applications. The general technology of how thermal writing is accomplished today, its applications, and why society should use thermal writing are the topics of this paper. To attempt to cover in great technical detail all of the current advancements in thermal writing is beyond our scope here. What is intended is the proposition that THERMAL WRITING is a superior form of creating images on paper substrates for Society's on demand hard copy requirements. First let's look at how thermal writing is being accomplished with today's technologies.

Some contingencies of spelling

PubMed Central

Lee, Vicki L.; Sanderson, Gwenda M.

1987-01-01

This paper presents some speculation about the contingencies that might select standard spellings. The speculation is based on a new development in the teaching of spelling—the process writing approach, which lets standard spellings emerge collateral to a high frequency of reading and writing. The paper discusses this approach, contrasts it with behavior-analytic research on spelling, and suggests some new directions for this latter research based on a behavioral interpretation of the process writing approach to spelling. PMID:22477529

Investigating the use of appropriation in the writing of a child with autism: A case study.

PubMed

Maxwell, Jamie; Weill, Christine; Damico, Jack

This case study investigated how a 10year old child with ASD (Autism Spectrum Disorder), Kameron (pseudonym), utilized appropriation as a writing strategy in the context of group therapy. Using the same questions as Lensmire and Beals (1994) in their study of a typically developing third-grader, written products were collected over the course of one semester and analyzed, along with video, audio, and participant observation data, to consider the following questions: 1) Where did the material come from? 2) What was taken? and 3) How was it used? Analysis of the process of Kameron's writing revealed utilization of appropriation as a strategy for 2 of the 4 written products. Material was appropriated from both adult authored texts performed via read alouds and from topics and values located in the local peer culture. Kameron's appropriation of shared experiences provided substance to initiate and engage in a shared peer culture. Increased engagement in the writing process and fewer off task behaviors were noted when appropriations were evidenced compared to the writing pieces where no appropriation occurred. The results demonstrate the powerful implications of both a process oriented and strength-based approach to writing and greater social awareness than expected in children with ASD. Copyright © 2016 Elsevier Inc. All rights reserved.

How Do Question Writers Compose External Examination Questions? Question Writing as a Socio-Cognitive Process

ERIC Educational Resources Information Center

Johnson, Martin; Constantinou, Filio; Crisp, Victoria

2017-01-01

The focus of this research is on the practice of education examination question writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination questions is ubiquitous,…

Networking Microcomputers in the Writing Center: Alternative Pedagogical Applications to Using Stand Alones.

ERIC Educational Resources Information Center

Herrmann, Andrea W.; Herrmann, John

To illustrate the capabilities of local area networking (LAN) and integrated software programs, this paper reviews current software programs relevant to writing instruction. It is argued that the technology exists for students sitting at one microcomputer to be able to effectively carry out all phases of the writing process from gathering online…

Ventriloquising the Voice: Writing in the University

ERIC Educational Resources Information Center

Fulford, Amanda

2009-01-01

In this paper I consider one aspect of how student writing is supported in the university. I focus on the use of the "writing frame", questioning its status as a vehicle for facilitating student voice, and in the process questioning how that notion is itself understood. I illustrate this by using examples from the story of the 1944 Hollywood film…

Writing in a Foreign Language as a Science of Writing or "Grammatology"

ERIC Educational Resources Information Center

Escandón, Arturo

2014-01-01

The present paper explores the issue of writing in a foreign language as a pedagogic process that may produce a radical subjective transformation. Drawing on Bernstein's notions of the "pedagogic device" and "discursive gap," the paper explores the epistemic make-up of language and the way it has been normalised by academic and…

The Variables of Composition: Process and Product in a Business Setting. Studies in Writing & Rhetoric Series.

ERIC Educational Resources Information Center

Broadhead, Glenn J.; Freed, Richard C.

Describing the variables of composition, offering researchers a methodology with which to investigate how the variables interact in specific writing strategies, and suggesting how teachers might make use of the variables of revision to help students learn successful writing strategies appropriate to a business setting, this book reports a research…

Improving Student Writing Skills through the Modeling of the Writing Process.

ERIC Educational Resources Information Center

Kapka, Dawn; Oberman, Dina A.

This study describes a program designed to improve students' writing skills in order to improve academic achievement. The targeted population consists of third and fifth grade elementary students in two separate communities ranging from low to middle class, located in two midwestern suburbs of a large city. Evidence for the existence of the…

THE ADVENTURES OF BROWN SUGAR, ADVENTURES IN CREATIVE WRITING.

ERIC Educational Resources Information Center

STEGALL, CARRIE

A TEACHER'S EXPERIENCE IN GUIDING A GROUP OF 40 FOURTH-GRADERS IN WRITING A BOOK IS REPORTED, AND THE BOOK IS INCLUDED. PROVIDED ARE DESCRIPTIONS OF--(1) THE STEP-BY-STEP PROCESS OF WRITING EACH CHAPTER OF THE BOOK, (2) THE DEVELOPMENT OF THE STUDENTS'"OWN ENGLISH BOOK"--RULES FOR USAGE, SPELLING, PUNCTUATION, AND CAPITALIZATION,…

The Adventures of Brown Sugar; Adventures in Creative Writing.

ERIC Educational Resources Information Center

Stegall, Carrie

A teacher's experience in guiding a group of 40 fourth-graders in writing a book is reported, and the book is included. Provided are descriptions of--(1) the step-by-step process of writing each chapter of the book, (2) the development of the students'"own English book"--rules for usage, spelling, punctuation, and capitalization, discovered by the…

Practitioner Action Research on Writing Center Tutor Training: Critical Discourse Analysis of Reflections on Video-Recorded Sessions

ERIC Educational Resources Information Center

Pigliacelli, Mary

2017-01-01

Training writing center tutors to work collaboratively with students on their writing is a complex and challenging process. This practitioner action research uses critical discourse analysis (Gee, 2014a) to interrogate tutors' understandings of their work, as expressed in their written reflections on video-recorded tutoring sessions, to facilitate…

Multiple Continua of Writing Development in a First Grade Classroom

ERIC Educational Resources Information Center

Eitelgeorge, Janice S.; Barrett, Robin

2004-01-01

The purpose of this yearlong study was to understand the complexities of the writing process and to specifically attend to progressions in textual development with first-grade writers. The inquiry focused for a macroview on all the children during writing workshop and for a microview on six case studies that displayed the range of literacy…

Corpus-Supported Academic Writing: How Can Technology Help?

ERIC Educational Resources Information Center

Chitez, Madalina; Rapp, Christian; Kruse, Otto

2015-01-01

Phraseology has long been used in L2 teaching of academic writing, and corpus linguistics has played a major role in the compilation and assessment of academic phrases. However, there are only a few interactive academic writing tools in which corpus methodology is implemented in a real-time design to support formulation processes. In this paper,…

A Comprehensive Meta-Analysis of Handwriting Instruction

ERIC Educational Resources Information Center

Santangelo, Tanya; Graham, Steve

2016-01-01

While there are many ways to author text today, writing with paper and pen (or pencil) is still quite common at home and work, and predominates writing at school. Because handwriting can bias readers' judgments about the ideas in a text and impact other writing processes, like planning and text generation, it is important to ensure students…

Keys to Detecting Writing Flexibility over Time: Entropy and Natural Language Processing

ERIC Educational Resources Information Center

Snow, Erica L.; Allen, Laura K.; Jacovina, Matthew E.; Crossley, Scott A.; Perret, Cecile A.; McNamara, Danielle S.

2015-01-01

Writing researchers have suggested that students who are perceived as strong writers (i.e., those who generate texts rated as high quality) demonstrate flexibility in their writing style. While anecdotally this has been a commonly held belief among researchers and educators, there is little empirical research to support this claim. This study…

Adaptive Reading and Writing Instruction in iSTART and W-Pal

ERIC Educational Resources Information Center

Johnson, Amy M.; McCarthy, Kathryn S.; Kopp, Kristopher J.; Perret, Cecile A.; McNamara, Danielle S.

2017-01-01

Intelligent tutoring systems for ill-defined domains, such as reading and writing, are critically needed, yet uncommon. Two such systems, the Interactive Strategy Training for Active Reading and Thinking (iSTART) and Writing Pal (W-Pal) use natural language processing (NLP) to assess learners' written (i.e., typed) responses and provide immediate,…

Research to Practice: Integrating Reading and Writing in a Kindergarten Curriculum. Technical Report No. 415.

ERIC Educational Resources Information Center

Kawakami-Arakaki, Alice J.; And Others

Based on emergent literacy research, two components of reading and writing--the morning message and the writing process--were developed in a laboratory school kindergarten by teacher-researcher collaboration and later disseminated to both public and private schools through a project conducted for the Kamehameha Schools, a private school in…

IV: When Things Get Hard

ERIC Educational Resources Information Center

Rosenfeld, Malke; Mahoney, Meg Robson; Jordan, Kim; Jackson, Spoon; Gabel, Bonnie; Adams, Holly; Plemons, Anna

2014-01-01

It is definitely easier to write about work when things are going well, but it is even more important to write about what happens when things get challenging. The act of writing about the challenging times can be challenging in itself but can also provide invaluable insights into the process of teaching: important for the writer and just as…

Writing for Scholarly Publication as "Tacit Knowledge": A Qualitative Focus Group Study of Doctoral Students in Education

ERIC Educational Resources Information Center

Jalongo, Mary Renck; Boyer, Wanda; Ebbeck, Marjory

2014-01-01

Expectations for academic writing and publication have intensified in Academia. Doctoral students in colleges of education are advised to publish even before they graduate and evidence of successful publication is influential in hiring, tenure, and promotion decisions. The purpose of this research was to study the process of writing for…

The Meanings Attributed to Writing Skills in English by Turkish Children: A Concept Map Study

ERIC Educational Resources Information Center

Erginer, Ergin; Yar, Veda

2013-01-01

One of the four basic language skills of children, writing, is central to expressing themselves and to developing high level thinking capabilities. Competence in writing is a rather complex learning structure in which cognitive and, especially, psycho-motor learning processes are intensively employed and it further needs to be fed by perceptive…

Personal Writing and the ESL Student.

ERIC Educational Resources Information Center

Simmons, Mary Beth

Personal writing is not only valid in such places as the academy, it is vital--even though Daniel Horowitz, in his essay "Process, Not Product: Less Than Meets the Eye," said that "teaching students to write intelligently on topics they do not care about seems to be a more useful goal than having them pick topics which interest them." But…

Teaching Writers through a Unit of Study Approach

ERIC Educational Resources Information Center

Morgan, Denise N.

2012-01-01

Writing needs to be taught, not assigned, but teaching writing well within a 43-minute period is a daunting task. This article describes how three 8th-grade teachers implemented a unit of study approach to teaching memoir writing in their language arts classes. Teacher and student decision making are highlighted in this inquiry process. ["Teaching…

Writing Strategy Instruction: Its Impact on Writing in a Second Language for Academic Purposes

ERIC Educational Resources Information Center

De Silva, Radhika

2015-01-01

Writing for academic purposes in a second/foreign language is a major challenge faced by many students at both secondary and tertiary levels. This suggests that displaying content knowledge and understanding of a subject through a second language is a very complex process. This article discusses the findings of a longitudinal intervention study…

Wearable Writing: Enriching Student Peer Review with Point-of-View Video Feedback Using Google Glass

ERIC Educational Resources Information Center

Tham, Jason Chew Kit

2017-01-01

As technology continues to become more ubiquitous and touches almost every aspect of the composing process, students and teachers are faced with new means to make writing a multimodal experience. This article embraces the emerging sector of wearable technology, presenting wearable writing strategies that would reimagine composition pedagogy.…

A Team of Equals: Teaching Writing in the Sciences

ERIC Educational Resources Information Center

Emerson, Lisa; MacKay, Bruce R.; MacKay, Marion B.; Funnell, Keith A.

2006-01-01

Writing across the curriculum (WAC) is a way of integrating the teaching of writing into specific academic disciplines. A problem faced in the WAC literature is how to develop a process that integrates the skills of multi-disciplinary teams. In this project, action research was used to develop a team comprising faculty from the applied sciences…

Popular Science Writing Bringing New Perspectives into Science Students' Theses

ERIC Educational Resources Information Center

Pelger, Susanne

2018-01-01

This study analyses which perspectives occur in science students' texts at different points in time during the process of writing a popular science article. The intention is, thus, to explore how popular science writing can help students discover and discuss different perspectives on science matter. For this purpose, texts written by 12 bachelor…

Mapping Disciplinary Values and Rhetorical Concerns through Language: Writing Instruction in the Performing and Visual Arts

ERIC Educational Resources Information Center

Cox, Anicca

2015-01-01

Via interview data focused on instructor practices and values, this study sought to describe some of what performing and visual arts instructors do at the university level to effectively teach disciplinary values through writing. The study's research goals explored how relationships to writing process in visual and performing arts support…

Getting It Out, Getting It Down: Adapting Zoellner's Talk-Write.

ERIC Educational Resources Information Center

Wixon, Vincent; Stone, Patty

The Talk-Write method of teaching college composition, developed by Robert Zoellner, can be adapted for use in secondary and upper elementary classrooms. The method, which focuses on the process of writing, involves teaming students in pairs. One student then talks out a composition, sentence by sentence, while the partner asks questions to draw…

"Obsessive Compulsive Font Disorder": The Challenge of Supporting Pupils Writing with the Computer

ERIC Educational Resources Information Center

Matthewman, Sasha; Triggs, Pat

2004-01-01

Writing with the computer provokes and enables pupils to engage with aspects of multimodal design [Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, London, 2000]. At the same time the traditional stages of the writing process become much more fluid and integrated [Aust. J. Language Literacy 17(3) (1994) 183]. These…

The Markings of a New Pencil: Introducing Programming-as-Writing in the Middle School Classroom

ERIC Educational Resources Information Center

Burke, Quinn

2012-01-01

Using the setting of a writing-workshop to facilitate a deliberate process to learn computer programming, this exploratory study investigates (a) where there is a natural overlap between programming and writing through the storytelling motif, and (b) to what extent existing language arts coursework and pedagogy can be leveraged to introduce this…

Peer-Editing Practice in the Writing Classroom: Benefits and Drawbacks

ERIC Educational Resources Information Center

Deni, Ann Rosnida Md.; Zainal, Zainor Izat

2011-01-01

Small scale studies have shown that peer-editing is beneficial to students as it increases their awareness of the complex process of writing, it improves their knowledge of and skills in writing and helps them become more autonomous in learning. Teachers too may benefit from peer-editing as this practice discloses invaluable information on…

Exploring Processes of Collaborative Creativity--The Role of Emotions in Children's Joint Creative Writing

ERIC Educational Resources Information Center

Vass, Eva

2007-01-01

This paper reports a study on children's classroom-based collaborative creative writing. Based on socio-cultural theory, the central aim of the research was to contribute to current understanding of young children's creativity, and describe ways in which peer collaboration can resource, stimulate and enhance classroom-based creative writing. The…

D'Nealian Handwriting versus Circle-Stick Print.

ERIC Educational Resources Information Center

Thurber, Donald N.

This paper argues against teaching children to make letters using circle-stick writing. It contends that the circle-stick method requires continued pen/pencil lifts hindering rhythm or flow in the writing process and that there is little carry-over value into cursive writing as the two scripts are totally different. D'Nealian print, one type of…

Getting Students Excited about Learning: Incorporating Digital Tools to Support the Writing Process

ERIC Educational Resources Information Center

Saulsburry, Rachel; Kilpatrick, Jennifer Renée; Wolbers, Kimberly A.; Dostal, Hannah

2015-01-01

Technology--in the form of digital tools incorporated into writing instruction--can help teachers motivate and engage young children, and it may be especially critical for students who do everything they can to avoid writing. Technology may bolster student involvement, foster the engagement of reluctant or struggling writers, and support writing…

Doing Things Differently: The Outcomes of Teachers Researching Their Own Practice in Teaching Writing

ERIC Educational Resources Information Center

Limbrick, Libby; Buchanan, Pauline; Goodwin, Marineke; Schwarcz, Helen

2010-01-01

In this study we investigated whether teachers' pedagogical and content knowledge of writing would increase as an outcome of teachers taking a research lens to their practice to raise students' writing achievement. Using student achievement data as a baseline, teachers examined and refined their practice using an inquiry process. The study took…

Tracing the Discursive Emergence of Latin American Higher Education Writing Studies

ERIC Educational Resources Information Center

Avila Reyes, Natalia Alejandra

2017-01-01

Writing Studies has flourished as a field in Latin America during the last two decades. Its development has been fostered by an exponential growth of college enrollments and processes of expansion and democratization of the educational offer in the region. The renewed attention received by higher education writing has fueled new research efforts…

Writer to Writer: How To Conference Young Authors. The Bill Harp Professional Teachers Library Series.

ERIC Educational Resources Information Center

Thomason, Tommy

Written for the busy teacher, this book examines classroom writing conferences, one of the most talked about and least practiced strategies in the writing process classroom. Each brief chapter introduces a different facet of the writing conference or the philosophy and classroom practice that undergird it, and each chapter ends with a…

Linguistic Characteristics of ESL Writing in Task-based E-mail Activities.

ERIC Educational Resources Information Center

Li, Yili

2000-01-01

Investigated the efficacy of integrating task-based e-mail activities into a process-oriented English-as-Second-Language (ESL) writing class. Particular focus was on the linguistic characteristics of 132 pieces of e-mail writing by ESL students in tasks that differed in terms of purpose, audience interaction, and task structure. Computerized text…

Rethinking the Writing Process: What Best-Selling and Award-Winning Authors Have to Say

ERIC Educational Resources Information Center

Sampson, Michael R.; Ortlieb, Evan; Leung, Cynthia B.

2016-01-01

Increasing attention has been directed recently to literacy education as a means for disciplinary learning and career readiness. All the while, concepts of print have dramatically changed because the majority of reading and writing now occurs in digital formats. Therefore, it is an ideal time to investigate the complexities of the writing process…

Guiding the Noticing: Using a Dramatic Performance Experience to Promote Tellability in Narrative Writing

ERIC Educational Resources Information Center

Clark, Shanetia

2012-01-01

In this article, the author describes her use of dramatic performance to promote tellability in narrative writing within a seventh and eighth grade English and language arts classroom. By experiencing dramatic performance, the students were able to actively and physically perform the writing process: brainstorming, drafting, revising, and editing.…

Stepping back to move forward: Expressive writing promotes self-distancing.

PubMed

Park, Jiyoung; Ayduk, Özlem; Kross, Ethan

2016-04-01

Prior research indicates that expressive writing enhances well-being by leading people to construct meaningful narratives that explain distressing life experiences. But how does expressive writing facilitate meaning-making? We addressed this issue in 2 longitudinal studies by examining whether and how expressive writing promotes self-distancing, a process that facilitates meaning-making. At baseline in both studies, participants reflected on a distressing life experience. In Study 1 participants were then randomly assigned to write about their distressing experience or a non-emotional topic for 15 min on 3 consecutive days; in Study 2 participants were randomly assigned to write or think about their distressing experience or write about a non-emotional topic for the same amount of time. One day following the intervention, expressive writing participants in both studies self-distanced more when they reflected over their distressing experience compared with participants in the other conditions, which in turn led them to experience less emotional reactivity 1 month (Studies 1 and 2) and 6 months (Study 2) after the intervention. Analyses using data from both studies indicated that expressive writing reduced physical symptoms indirectly through its effects on self-distancing and emotional reactivity [that is, expressive writing group (vs. comparison groups) → greater self-distancing → less emotional reactivity → fewer physical symptoms]. Finally, linguistic analyses using essays from both studies indicated that increased use of causation words and decreased use of negative emotion words and first-person singular pronouns predicted increases in self-distancing over time. These findings demonstrate that expressive writing promotes self-distancing and illustrate how it does so. (c) 2016 APA, all rights reserved).

A Mentoring Opportunity: A Joint Effort in Writing Letters of Recommendation.

PubMed

Master, Zubin

2017-01-01

Integrity in writing letters of recommendation is important to academic research because it is an influential criterion used pervasively in peer review. While research in the integrity of recommendation letters has concentrated on contents of the letter, bias, and reliability, few have questioned the process of letter writing. Here, I argue that letter writing should be a joint opportunity between mentor/supervisor/advisor and trainee. It results in more compelling letters, may prevent errors and the use of biased language, and serves as an excellent mentoring opportunity promoting self-reflection.

Assisted Writing in Spin Transfer Torque Magnetic Tunnel Junctions

NASA Astrophysics Data System (ADS)

Ganguly, Samiran; Ahmed, Zeeshan; Datta, Supriyo; Marinero, Ernesto E.

2015-03-01

Spin transfer torque driven MRAM devices are now in an advanced state of development, and the importance of reducing the current requirement for writing information is well recognized. Different approaches to assist the writing process have been proposed such as spin orbit torque, spin Hall effect, voltage controlled magnetic anisotropy and thermal excitation. In this work,we report on our comparative study using the Spin-Circuit Approach regarding the total energy, the switching speed and energy-delay products for different assisted writing approaches in STT-MTJ devices using PMA magnets.

Professional training in creative writing is associated with enhanced fronto-striatal activity in a literary text continuation task.

PubMed

Erhard, K; Kessler, F; Neumann, N; Ortheil, H-J; Lotze, M

2014-10-15

The aim of the present study was to explore brain activities associated with creativity and expertise in literary writing. Using functional magnetic resonance imaging (fMRI), we applied a real-life neuroscientific setting that consisted of different writing phases (brainstorming and creative writing; reading and copying as control conditions) to well-selected expert writers and to an inexperienced control group. During creative writing, experts showed cerebral activation in a predominantly left-hemispheric fronto-parieto-temporal network. When compared to inexperienced writers, experts showed increased left caudate nucleus and left dorsolateral and superior medial prefrontal cortex activation. In contrast, less experienced participants recruited increasingly bilateral visual areas. During creative writing activation in the right cuneus showed positive association with the creativity index in expert writers. High experience in creative writing seems to be associated with a network of prefrontal (mPFC and DLPFC) and basal ganglia (caudate) activation. In addition, our findings suggest that high verbal creativity specific to literary writing increases activation in the right cuneus associated with increased resources obtained for reading processes. Copyright © 2014 Elsevier Inc. All rights reserved.

WriteShield: A Pseudo Thin Client for Prevention of Information Leakage

NASA Astrophysics Data System (ADS)

Kirihata, Yasuhiro; Sameshima, Yoshiki; Onoyama, Takashi; Komoda, Norihisa

While thin-client systems are diffusing as an effective security method in enterprises and organizations, there is a new approach called pseudo thin-client system. In this system, local disks of clients are write-protected and user data is forced to save on the central file server to realize the same security effect of conventional thin-client systems. Since it takes purely the software-based simple approach, it does not require the hardware enhancement of network and servers to reduce the installation cost. However there are several problems such as no write control to external media, memory depletion possibility, and lower security because of the exceptional write permission to the system processes. In this paper, we propose WriteShield, a pseudo thin-client system which solves these issues. In this system, the local disks are write-protected with volume filter driver and it has a virtual cache mechanism to extend the memory cache size for the write protection. This paper presents design and implementation details of WriteShield. Besides we describe the security analysis and simulation evaluation of paging algorithms for virtual cache mechanism and measure the disk I/O performance to verify its feasibility in the actual environment.

Prepare to publish.

PubMed

Price, P M

2000-01-01

"I couldn't possibly write an article." "I don't have anything worthwhile to write about." "I am not qualified to write for publication." Do any of these statements sound familiar? This article is intended to dispel these beliefs. You can write an article. You care for the most complex patients in the health care system so you do have something worthwhile to write about. Beside correct spelling and grammar there are no special skills, certificates or diplomas required for publishing. You are qualified to write for publication. The purpose of this article is to take the mystique out of the publication process. Each step of publishing an article will be explained, from idea formation to framing your first article. Practical examples and recommendations will be presented. The essential components of the APA format necessary for Dynamics: The Official Journal of the Canadian Association of Critical Care Nurses will be outlined and resources to assist you will be provided.

How to write effective business letters: scribing information for pharmacists.

PubMed

Hamilton, C W

1993-11-01

Pharmacists frequently write letters but lack specific training on how to do it well. This review summarizes strategies for improving business correspondence, emphasizes basic writing guidelines, and offers practical advice for pharmacists. The first steps for effective communication are careful planning and identifying the main message to be conveyed. The purpose for writing should be stated in the opening paragraph of the letter. To ensure a successful outcome, actions needed should be clearly summarized and visually highlighted. The tone of the letter should reflect a reasonable speech pattern, not the cryptic writing found in many scientific papers. The layout of the letter should be inviting, which is readily achievable through judicious use of word processing. Many delivery options are available, such as traditional postal services, express mail, and facsimile transmission. Readers are encouraged to test these basic writing principles and decide for themselves whether these recommendations affect the success of business correspondence.

How to develop and write a case for technical writing

NASA Technical Reports Server (NTRS)

Couture, B.; Goldstein, J.

1981-01-01

Case of different sizes and shapes for teaching technical writing to engineers at Wayne State University have been developed. The case approach was adopted for some assignments because sophomores and juniors lacked technical expertise and professional knowledge of the engineering world. Cases were found to be good exercises, providing realistic practice in specific writing tasks or isolating particular skills in the composing process. A special kind of case which narrates the experiences of one technical person engaged in the problem-solving process in a professional rhetorical situation was developed. This type of long, realistic fiction is called a an "holistic" case. Rather than asking students to role-play a character, an holistic case realistically encompasses the whole of the technical writing process. It allows students to experience the total communication act in which the technical task and data are fully integrated into the rhetorical situation and gives an opportunity to perform in a realistic context, using skills and knowledge required in communication on the job. It is believed that the holistic case most fully exploits the advantages of the case method for students of professional communication.

Socially Mediated Metacognition and Learning to Write

ERIC Educational Resources Information Center

Larkin, Shirley

2009-01-01

Writing can be viewed as a recursive process involving both cognitive and metacognitive processes. Task, environment, individual cognition and affective processes all impact on producing written text. Recent research on the development of metacognition in young children has highlighted social constructivist and socio-cultural factors.…

Cerebral activations related to writing and drawing with each hand.

PubMed

Potgieser, Adriaan R E; van der Hoorn, Anouk; de Jong, Bauke M

2015-01-01

Writing is a sequential motor action based on sensorimotor integration in visuospatial and linguistic functional domains. To test the hypothesis of lateralized circuitry concerning spatial and language components involved in such action, we employed an fMRI paradigm including writing and drawing with each hand. In this way, writing-related contributions of dorsal and ventral premotor regions in each hemisphere were assessed, together with effects in wider distributed circuitry. Given a right-hemisphere dominance for spatial action, right dorsal premotor cortex dominance was expected in left-hand writing while dominance of the left ventral premotor cortex was expected during right-hand writing. Sixteen healthy right-handed subjects were scanned during audition-guided writing of short sentences and simple figure drawing without visual feedback. Tapping with a pencil served as a basic control task for the two higher-order motor conditions. Activation differences were assessed with Statistical Parametric Mapping (SPM). Writing and drawing showed parietal-premotor and posterior inferior temporal activations in both hemispheres when compared to tapping. Drawing activations were rather symmetrical for each hand. Activations in left- and right-hand writing were left-hemisphere dominant, while right dorsal premotor activation only occurred in left-hand writing, supporting a spatial motor contribution of particularly the right hemisphere. Writing contrasted to drawing revealed left-sided activations in the dorsal and ventral premotor cortex, Broca's area, pre-Supplementary Motor Area and posterior middle and inferior temporal gyri, without parietal activation. The audition-driven postero-inferior temporal activations indicated retrieval of virtual visual form characteristics in writing and drawing, with additional activation concerning word form in the left hemisphere. Similar parietal processing in writing and drawing pointed at a common mechanism by which such visually formatted information is used for subsequent sensorimotor integration along a dorsal visuomotor pathway. In this, the left posterior middle temporal gyrus subserves phonological-orthographical conversion, dissociating dorsal parietal-premotor circuitry from perisylvian circuitry including Broca's area.

Cerebral Activations Related to Writing and Drawing with Each Hand

PubMed Central

Potgieser, Adriaan R. E.; van der Hoorn, Anouk; de Jong, Bauke M.

2015-01-01

Background Writing is a sequential motor action based on sensorimotor integration in visuospatial and linguistic functional domains. To test the hypothesis of lateralized circuitry concerning spatial and language components involved in such action, we employed an fMRI paradigm including writing and drawing with each hand. In this way, writing-related contributions of dorsal and ventral premotor regions in each hemisphere were assessed, together with effects in wider distributed circuitry. Given a right-hemisphere dominance for spatial action, right dorsal premotor cortex dominance was expected in left-hand writing while dominance of the left ventral premotor cortex was expected during right-hand writing. Methods Sixteen healthy right-handed subjects were scanned during audition-guided writing of short sentences and simple figure drawing without visual feedback. Tapping with a pencil served as a basic control task for the two higher-order motor conditions. Activation differences were assessed with Statistical Parametric Mapping (SPM). Results Writing and drawing showed parietal-premotor and posterior inferior temporal activations in both hemispheres when compared to tapping. Drawing activations were rather symmetrical for each hand. Activations in left- and right-hand writing were left-hemisphere dominant, while right dorsal premotor activation only occurred in left-hand writing, supporting a spatial motor contribution of particularly the right hemisphere. Writing contrasted to drawing revealed left-sided activations in the dorsal and ventral premotor cortex, Broca’s area, pre-Supplementary Motor Area and posterior middle and inferior temporal gyri, without parietal activation. Discussion The audition-driven postero-inferior temporal activations indicated retrieval of virtual visual form characteristics in writing and drawing, with additional activation concerning word form in the left hemisphere. Similar parietal processing in writing and drawing pointed at a common mechanism by which such visually formatted information is used for subsequent sensorimotor integration along a dorsal visuomotor pathway. In this, the left posterior middle temporal gyrus subserves phonological-orthographical conversion, dissociating dorsal parietal-premotor circuitry from perisylvian circuitry including Broca's area. PMID:25955655

How to write an educational research grant: AMEE Guide No. 101.

PubMed

Blanco, Maria A; Gruppen, Larry D; Artino, Anthony R; Uijtdehaage, Sebastian; Szauter, Karen; Durning, Steven J

2016-01-01

Writing an educational research grant in health profession education is challenging, not only for those doing it for the first time but also for more experienced scholars. The intensity of the competition, the peculiarities of the grant format, the risk of rejection, and the time required are among the many obstacles that can prevent educational researchers with interesting and important ideas from writing a grant, that could provide the funding needed to turn their scholarly ideas into reality. The aim of this AMEE Guide is to clarify the grant-writing process by (a) explaining the mechanics and structure of a typical educational research grant proposal, and (b) sharing tips and strategies for making the process more manageable.

Surface smoothening of the inherent roughness of micro-lenses fabricated with 2-photon lithography

NASA Astrophysics Data System (ADS)

Schift, Helmut; Kirchner, Robert; Chidambaram, Nachiappan; Altana, Mirco

2018-01-01

Two-photon polymerization by direct laser writing enables to write refractive micro-optical elements with sub-μm precision. The trajectories and layering during the direct writing process often result in roughness in the range of the writing increment, which has adverse effects for optical applications. Instead of increasing overlap between adjacent voxels, roughness in the range of 100 nm can be smoothed out by post-processing. For this a method known as TASTE was developed, which allows polishing of surfaces without changing the structural details or the overall shape. It works particularly well with thermoplastic polymers and enables sub-10 nm roughness. The optical quality was confirmed for an array with several 100 microlenses.

Network Collaboration with UNIX.

ERIC Educational Resources Information Center

Horn, Wm. Dennis

1993-01-01

Discusses networking as a collaboration tool in the teaching of technical writing. Argues that some degree of collaboration is innate to all writing, that word processing already facilitates that collaboration, and that networking is the next enhancement to the collaborative process. (RS)

Clinical writing and the documentary construction of schizophrenia.

PubMed

Barrett, R J

1988-09-01

Psychiatric practice involves writing as much as it involves talking. This study examines the interpretive processes of reading, writing and interviewing which are central to the clinical interaction. It is part of a broader ethnographic study of an Australian psychiatric hospital (which specializes in the treatment of patients with a diagnosis of schizophrenia). The paper examines two major types of written assessment of patients--the admission assessment and the 'complete work-up.' Writing is analyzed as performance, thereby focusing on the transformations that are effected in patients, their perceptions of their schizophrenia, and their total identity. One crucial transformation is from 'person suffering from schizophrenia' to 'schizophrenic.' The paper aims to show that as much as psychiatry is a 'talking cure' it is also a 'writing cure.'

Reading and Writing in the Curriculum.

ERIC Educational Resources Information Center

Ediger, Marlow

There are many kinds of writing activities for pupils. Pupils need to develop proficiency for a variety of types of writing, such as creative writing and poetry, writing in journals, writing about personal experiences, writing an outline, writing an opinion, writing on how something should be done, writing and problem solving, writing to inform,…

Does Specific Instruction during Collecting from Several Sources Affect the Quality of the Written Text Product?

ERIC Educational Resources Information Center

Hilbig, Annemarie; Proske, Antje

2014-01-01

Although academic writing is a complex interplay of comprehending and producing text the aspect of collecting information from source texts is hardly addressed in writing research. This study examined the impact of instructions supporting the collection process on writing quality, as well as the role of prior motivation and computer experience.…

What Happen When a Duck Egg Cracks? or Unexamined Assumptions of Writing Pedagogy.

ERIC Educational Resources Information Center

Dyson, Anne Haas

1991-01-01

Examines the way children use varied kinds of language art forms and traditions as they construct and participate in the complicated worlds of school. Concludes that children must learn to engage in the writing process and to make their writing sensible for others, not just for the teacher. Asserts that teachers must be sensitive to children's…

The Effect of Planning Sub-Processes on L2 Writing Fluency, Grammatical Complexity, and Lexical Complexity

ERIC Educational Resources Information Center

Johnson, Mark D.; Mercado, Leonardo; Acevedo, Anthony

2012-01-01

This study contributes to L2 writing research which seeks to tie predictions of the Limited Attentional Capacity Model (Skehan, 1998; Skehan & Foster, 2001) and Cognition Hypothesis (Robinson, 2001, 2005, 2011a, 2011b) to models of working memory in L1 writing (Kellogg, 1996). The study uses a quasi-experimental research design to investigate…

Developing Research Paper Writing Programs for EFL/ESL Undergraduate Students Using Process Genre Approach

ERIC Educational Resources Information Center

Tuyen, Kim Thanh; Bin Osman, Shuki; Dan, Thai Cong; Ahmad, Nor Shafrin Binti

2016-01-01

Research Paper Writing (RPW) plays a key role in completing all research work. Poor writing could lead to the postponement of publications. Therefore, it is necessary to develop a program of (RPW) to improve RPW ability for EFL/ESL writers, especially for undergraduate students in Higher Education (HE) institutions, which has caught less attention…

Reflections on how to write and organise a research thesis.

PubMed

Hardy, Sally; Ramjeet, Janet

2005-01-01

Writing up research projects and presenting a thesis are among the most challenging and time-consuming elements of the research process. The authors provide a structured guideline to help students, particularly those undertaking Master's degrees while still practising in clinical areas, to overcome the challenges of writing their thesis and produce a cogent, logical and reflective piece of work.

Showcasing Modeling Strategies in the ESOL Writing Class: Blending Rhetorical Fluency with Grammatical Accuracy

ERIC Educational Resources Information Center

Pandey, Anjali

2010-01-01

This paper argues for an overt innovational shift in praxis, as well as classroom configuration in the ESOL writing class by calling for a move away from the current foci on process-based pedagogies for newcomer populations, to an explicit teaching of modeling strategies with concomitant practice opportunities provided in the ESOL writing class.…

Adbusting: Critical Media Literacy in a Multi-Skills Academic Writing Lesson

ERIC Educational Resources Information Center

Grigoryan, Anna; King, John Mark

2008-01-01

This article provides 10 reasons why it is important to do critical media analysis in the second language classroom and describes how a process-writing approach can be used for this in a university writing class. The authors explain how to prepare a lesson plan and the idea of an "Adbuster." They then describe 10 stages in the lesson…

When I Stopped Writing on Their Papers: Accommodating the Needs of Student Writers with Audio Comments

ERIC Educational Resources Information Center

Bauer, Sara

2011-01-01

The author finds using software to make audio comments on students' writing improves students' understanding of her responses and increases their willingness to take her suggestions for revision more seriously. In the process of recording audio comments, she came to a new understanding of her students' writing needs and her responsibilities as…