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1.
White and Bruning (2005) distinguished two sets of writing beliefs: transactional and transmissional beliefs. In this paper we analyse their beliefs scale and suggest two hypotheses about how such beliefs relate to writing performance. The single-process hypothesis treats the beliefs as different amounts of engagement, whereas the dual-process hypothesis claims that the beliefs represent different types of engagement. We then describe the results of an experiment with 84 university students as participants that assessed the relationship between writing beliefs, different forms of pre-planning and different aspects of writing performance. Our results support the dual-process hypothesis, and suggest that transactional beliefs are about the preference for a top-down strategy or a bottom-up strategy, while transmissional beliefs are about the content that is written about. These beliefs interact in their effects on text quality, the amount and type of revision carried out, and the extent to which writers develop their understanding. They also moderate the effectiveness of outlining as a strategy. 相似文献
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Christina L. Dobbs 《Reading and writing》2014,27(8):1327-1352
Effective academic writing is accessible to readers because writers follow shared conventions for organization and signal their stance on particular topics; however, few specifics are known about how middle graders might develop knowledge of and use these academic language forms and functions to signal their organization and stance in persuasive essays. This study examined how differences in organization and stance marker use was related to writing quality in 664 persuasive essays written by 176 sixth, seventh, and eighth grade students. Essays were collected in the context of a supplemental vocabulary program, transcribed and analyzed for length by researchers, scored for overall writing quality by a team of teachers, and then coded for markers of organization and stance by researchers. Multilevel modeling results reveal that two specific emergent organizational marker types (evidence markers and code glosses) have statistically significant negative relationships to quality, and the variety of stance markers used is a positive predictor of quality when an interaction with length is included in the model. Findings give insight into the ways students are using organization and stance markers and point toward these language forms and functions as potentially pedagogically-relevant and worth assessing. 相似文献
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Although prior research has identified general procedural and qualitative differences between word-processed and pen and paper writing, little attention has been directed toward identifying how these differences relate to the prior word processing experiences of individual students. Additionally, few researchers have addressed the issue of fairness when discussing the use of word processors in writing assessment. This study investigates this relationship by comparing essays composed with pen and paper for a direct writing assessment to those composed with a word processor by students having different levels of experience with using word processors for writing.We observed differences between the two composition media similar to differences observed in previous studies of word-processed writing. That is, our results show that, overall, word-processed essays are neater and longer than were pen and paper essays. Word-processed essays also have a more formal tone and a weaker voice than their pen and paper counterparts. No composition medium differences were observed for the number of mechanical errors.In terms of how word processor experience interacts with writing quality, we found that word processors use neither improved nor worsen the quality of essays produced by students who have medium to high levels of experience using computers for writing. On the other hand, the word processor essays produced by students with a low level of experience writing with computers were scored, on a six-point scale, almost an entire point lower than those produced with pen and paper by these same students. Groups with high and medium levels of experience with word processors wrote slightly more words with a word processor than with pen and paper. On the other hand, the group with a low level of experience with using computers for writing wrote over 100 words fewer on word processors than with pen and paper. As for the number of simple sentences, groups with high and medium levels of comfort and experience with computers for writing wrote fewer simple sentences with a word processor than with pen and paper, while the group with a low level of comfort and experience with computers for writing wrote more simple sentences with word processors than with pen and paper. There were no group by media interactions for the number of mechanical errors. 相似文献
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罗海燕 《佳木斯教育学院学报》2012,(1):225+227
飞行学生的写作质量可以在一定程度上反映其英语基础程度,并且可以在一定程度上可促进其阅读水平,因此,对飞行学生的写作加以研究可帮助反映其外语水平。本文将以飞行学生的作文为分析材料,将其作文中的衔接手段作为研究对象,并探索衔接手段和作文质量之间的关系,旨在对飞行学生进行更加有效的写作指导。结果表明,作文质量较高的学生更易使用上下义词作为衔接手段,而较少使用单纯的重复手段。 相似文献
5.
Gary A. Troia Allen G. Harbaugh Rebecca K. Shankland Kimberly A. Wolbers Ann M. Lawrence 《Reading and writing》2013,26(1):17-44
A convenience sample of 618 children and adolescents in grades 4 through 10, excluding grade 8, were asked to complete a writing motivation and activity scale and to provide a timed narrative writing sample to permit an examination of the relationships between writing motivation, writing activity, writing performance, and the student characteristics of grade, sex, and teacher judgment of writing ability. Female students and older students wrote qualitatively better fictional stories, as did students with higher levels of writing ability based on teacher judgment. With respect to writing activity, more frequent writing in and out of school was reported by girls, better writers, and younger students. In a path analysis, grade and sex directly influenced writing activity, while sex, teacher judgment of writing ability, and writing activity directly influenced some aspects of writing motivation. Overall, teacher judgment of writing ability, grade level, and motivational beliefs each exerted a significant direct positive influence on narrative quality, whereas performance goals exerted a significant direct negative impact on quality. 相似文献
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This study investigated the effectiveness of cognitive strategy instruction in writing with adult literacy learners. Three middle-aged African-American adults participating in adult education with the goal of passing the GED received tutoring in a strategy for planning, writing, and revising persuasive essays along with self-regulation strategies. The study used a multiple-baseline design across participants with multiple probes. All the adults made consistent gains from baseline to posttest in the quality and organization of their essays. Mean gains in overall quality from baseline to posttest for the three students were 2.7, 1.9, and 1.7 on a 7-point scale. Percentage of non-overlapping data (PND) was 100% for text structure organization and 89% for quality. The results demonstrate that strategy instruction, which has had positive effects with school-age students, has potential for adult literacy learners as well. 相似文献
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Students perform poorly on multiple text reading-writing (MTRW) tasks. To address this issue, we examine students' strategy engagement during response composition by analyzing five types of data. These include: (a) log data of text access, (b) the notes that students composed during processing, (c) students' modified think-aloud reports, (d) screen-capture videos of writing behaviors, and (e) the written products generated. We report on insights gained by coordinating and juxtaposing these various sources of data on students' writing. Results showed that while students accessed and took notes on the majority of the texts provided, information from texts was rarely connected, neither in students' notes nor in the written responses composed. Moreover, students' effortful engagement in multiple text use, captured via log data, was associated with task performance. Finally, a number of variables, corresponding to students’ strategy reports during processing, were found to be significant predictors of writing performance. 相似文献
8.
The use of integrated writing tasks instead of traditional impromptu writing-only tasks is gaining ground in the teaching and assessment of EFL/ESL writing. Source text as the distinct feature of the integrated writing and the concern to improve its quality for the enhanced students' engagement has been a fertile line of inquiry. In this regard, the present study used a body of 67 Iranian intermediate EFL learners in three modalities: emotionalized reading-to-write (ERW) group which received emotionally-loaded source texts along with the emotional activities based on Goleman's Emotional Intelligence framework, reading-to-write (RW) group which developed their essays based on the texts with no focus on their emotional content and a writing-only (WO) group as the control group which followed the traditional writing procedure. The findings showed that ERW group outperformed RW group on the integrated writing tasks. In addition, ERW group performed better than the RW and WO on the overall independent writing task. Furthermore, the emotional intelligence of the students in the ERW group improved more than that of the RW and WO groups in the study. The study discusses that the emotional content of the source text followed by the emotionalized activities would significantly enhance the learners’ engagement with the source text in the reading-to-write tasks and consequently improve their writing. The implications and suggestions for further research are next discussed. 相似文献
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This study investigated the use of a word processor for enhancing the academic outcomes of three students with writing disabilities in a junior high school. A single-subject ABAB design was used to compare academic output produced during class time with and without a computer equipped with a word processor. The number of spelling errors, the number of reading errors, and the number of words used per text were counted, and the overall structure and organization of text were examined across all in-class materials. The data demonstrated a clear difference between handwritten and computer phases. In traditional paper-and-pencil phases, students produced outcomes that had more spelling mistakes, more reading errors, and lower overall quality of organization and structure in comparison with the phases in which a computer equipped with a word processor was used. The results did not indicate any noticeable difference in the number of words per text. Implications and future research directions are discussed. 相似文献
10.
Given recent concerns around boys’ literacy, this study examined multidimensional writing motivation and engagement among boys. We explored internal and external validity of 11 adaptive (e.g. self-efficacy for writing) and maladaptive (e.g. disengagement from writing) factors of writing motivation and engagement. The sample comprised 781 male Australian high school students (aged 11–18 years). We used confirmatory factor analysis and structural equation modelling to conduct our analyses. Results confirmed the internal structure of the factors and revealed that parent education, and to a lesser degree language background, predicted several motivation and engagement factors. In addition, the adaptive motivation and engagement factors were associated positively with several writing (e.g. enjoyment of writing) and literacy outcomes (e.g. literacy achievement), whereas the maladaptive factors tended to be negatively associated. Invariance was found in the associations among the motivation and engagement factors and the outcomes across several participant subgroups (e.g. by gender, language background). There was also measurement invariance between the study’s sample and five randomly drawn samples of students from archived data on domain-general academic motivation and engagement. Combined, our analyses shed light on a domain-specific area of motivation and engagement – writing – that could benefit from an integrative multidimensional examination. 相似文献
11.
This study explores student perceptions of engagement, transactional distance, and outcomes in online courses. Researchers also investigated linkages between these elements. Data were collected from students enrolled in online courses at three private universities located at different geographical regions in the United States. Six hundred sixty-seven students completed the Revised Scale of Transactional Distance developed by Paul, Swart, Zhang, and MacLeod and a modified version of Dixson’s Online Student Engagement scale during spring 2016 semester. Results indicate students experienced a relatively high level of engagement and a moderate level of transactional distance. Respondents perceived outcomes such as satisfaction, progression, and learning very positively. There were significant differences in responses based on gender and college standing. Student engagement, transactional distance, and outcomes were moderately correlated, and researchers confirmed transactional distance is a valid predictor of student engagement. 相似文献
12.
This study tested a model in which beliefs about writing, writing self-efficacy, and writing apprehension predict writing performance. The Beliefs About Writing Survey, the Writing Self-Efficacy Index, and the modified Writing Apprehension Test were administered to 738 undergraduates to predict their grade on a class paper. In a hierarchical regression, beliefs about writing predicted variance in writing scores beyond that accounted for by writing self-efficacy and apprehension. Audience Orientation, a new belief associated with expert practice, was the strongest positive predictor of the students' grade. Transmission, a belief in relying on material published by authorities, was the leading negative predictor. Writing self-efficacy predicted performance, albeit modestly. The traditional measure of writing apprehension (anxiety about being critiqued) was not significant, but Apprehension About Grammar, a new construct, significantly and negatively predicted performance. These results support the possibility that beliefs about writing could be a leverage point for teaching students to write. 相似文献
13.
《Journal of Further & Higher Education》2012,36(8):1109-1119
AbstractUniversities’ performance indicators for scholarly outputs depend on academics having productive and sustainable writing behaviours. Research shows that writing programmes can increase research output, but less is known about which writing processes are productive. A project was initiated at a university which widened access to writing support to include staff who were not included in these performance targets, but who might be in the future. Following a writing for publication workshop, 36 academics were offered a place at a structured writing retreat. The evaluation aimed to increase our understanding of participants’ perceptions of their writing skills and processes before and after the retreat using a transactional model. We found that participants’ perceptions of their writing abilities were greater than their perceptions of their ability to employ effective writing practices. Both scores improved after the retreat. This finding confirms that a structured writing retreat provides an environment and structure for academics to practise effective writing. It enhances self-belief in the processes and skills required to produce output. Widening access to writing support for academics is essential for success in performance-based systems. Writing support must provide opportunities for academics to develop strong performance beliefs by practising writing skills and productive and sustainable writing processes. 相似文献
14.
Students' use of writing strategies and their English writing achievements in Taiwan 总被引：1，自引：0，他引：1
Shih-Chieh Chien 《Asia Pacific Journal of Education》2012,32(1):93-112
The purpose of this study was to explore the role of students' use of writing strategies in light of their English writing achievements in Taiwan. This research used a cognitive approach to examine the process of writing. Forty student writers (including 20 low and 20 high achievers) in Taiwan participated in this study. Strategies used for writing by high and low achievers as revealed by a concurrent think-aloud protocol and immediate retrospective interviews with students were investigated, analysed, and compared. Results indicated that compared to low-achieving student writers, high-achieving student writers were more aware of and focused more on formulating their position statement in planning, generating text, and revising and editing their text, such as changing the meaning and fixing grammatical and spelling errors during their review. The findings are discussed in light of writing strategies and implications for writing pedagogy and teacher education. 相似文献
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Muhammad M. Abdel Latif 《Journal of Research in Reading》2015,38(2):194-212
High levels of apprehension cause students to have writing difficulties. This study attempted to identify the sources of Egyptian university students’ English writing apprehension. The study made use of both quantitative and qualitative data. The scores of 57 students on a writing apprehension scale were compared to their scores on another scale assessing writing self‐efficacy and three linguistic tests measuring English grammar and vocabulary. Additionally, 15 apprehensive students and 16 nonapprehensive students were interviewed about their writing experiences and beliefs. Analysis of the quantitative and qualitative data showed that there are six sources of the students’ English writing apprehension: linguistic knowledge level, perceived language competence, writing performance level, perceived writing competence, instructional practices and fear of criticism. These results indicate the integrative nature of L2 writing ability and emphasise the need for dealing with these sources of apprehension. The study recommends that reducing L2 students’ writing apprehension should start by improving their linguistic knowledge and writing ability; this will result in bringing about a positive change in their language and writing competence self‐perceived beliefs. In addition, the study presents some other recommendations for improving instructional practices of English writing in the Egyptian context. 相似文献
18.
An Observation Guide, designed to help New Zealand teachers identify areas of teaching strength and aspects for development, was developed as part of a wider project. In the second phase of this project, 18 middle school teachers used the Guide to gather and record evidence as they participated in seven rounds of reciprocal peer observation and feedback during writing lessons with Grades 6–8 students. We report here on data from round 6 observations about the assessment for learning (AfL) strategies reported as evident in teachers’ practices, how these strategies were implemented and potential gaps in practice. AfL has at its heart a core of interdependent strategies that collectively contribute to the development of autonomous, self-regulating learners and quality learning. While the middle school teachers shared goals for learning and communicated what counted as successful achievement to students, they appeared to struggle when articulating goals in terms of literacy learning and conveying the substantive aspects and quality expected in students’ writing. In addition, despite AfL's promotion of learner autonomy, few teachers openly afforded students focused opportunities to take a meaningful role in their learning through the appraisal of their own and peers’ writing and the joint construction of feedback. As such, teachers’ AfL practice in the writing classroom failed to realise its full potential. It is argued that the promise of AfL can only be reached when strategies are enacted in ways that reflect its unitary nature, promote quality outcomes and give students a central role in their learning. 相似文献
19.
This explanatory sequential mixed methods study investigated the writing feedback perceptions of middle and high school students (N = 598). The predictive and mediational roles of writing self-efficacy and perceptions of writing feedback on student writing self-regulation aptitude were examined using mediation regression analysis. To augment the quantitative findings, the explanations students provided for either liking or disliking writing feedback were explored using open-ended questions. Quantitative findings revealed that students’ perceptions of the feedback they receive about their writing partially mediated the relationship between writing self-efficacy and writing self-regulation aptitude. Qualitative data suggested ways in which students perceive writing feedback—both positive and negative. Collectively, the quantitative and qualitative data illustrate the influential role writing feedback perceptions plays in middle and high school student writing motivation and self-regulation beliefs. 相似文献
20.
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 under-theorized, and the exact nature of the challenge of academic writing is understated at best and misunderstood at worst. This paper offers a new approach to academic writing, based on a transactional and a systems model, which aims to understand academic writing practices. This paper offers a new explanation of the challenge of academic writing, defining factors that enable and inhibit academics’ writing. 相似文献