The Science of Writing

Conceived as the successor to Gregg and Steinberg's Cognitive Processes in Writing, this book takes a multidisciplinary approach to writing research. The authors describe their current thinking and data in such a way that readers in psychology, English, education, and linguistics will find it readable and stimulating. It should serve as a resource book of theory, tools and techniques, and applications that should stimulate and guide the field for the next decade.

The chapters showcase approaches taken by active researchers in eight countries. Some of these researchers have published widely in their native language but little of their work has appeared in English-language publications.

"This book is a thorough presentation of the latest developments in the theory and practice of writing research....This extensive, yet concise book describes how writing processes are studied scientifically today, what these studies can tell us and, most importantly, what we can do with the information. This practical dimension makes this book excellent. Perhaps we have here the next classic volume that will inspire writing research of the future."—European Journal of Cognitive Psychology

Autorentext
C. Michael Levy, Sarah Ransdell

Klappentext

Conceived as the successor to Gregg and Steinberg's Cognitive Processes in Writing, this book takes a multidisciplinary approach to writing research. The authors describe their current thinking and data in such a way that readers in psychology, English, education, and linguistics will find it readable and stimulating. It should serve as a resource book of theory, tools and techniques, and applications that should stimulate and guide the field for the next decade. The chapters showcase approaches taken by active researchers in eight countries. Some of these researchers have published widely in their native language but little of their work has appeared in English-language publications.

Zusammenfassung
Conceived as the successor to Gregg and Steinberg's "Cognitive Processes in Writing", this text takes a multidisciplinary approach to writing research. The authors describe their thinking and data in terms aimed at readers in psychology, English, education and linguistics.

Inhalt

Contents: Preface. Part I: Theories of Writing and Frameworks for Writing Research.**J.R. Hayes, A New Framework for Understanding Cognition and Affect in Writing. J.R. Hayes, J.G. Nash, On the Nature of Planning in Writing. R.T. Kellogg, A Model of Working Memory in Writing. J. Grabowski, Writing and Speaking: Common Grounds and Differences Toward a Regulation Theory of Written Language Production. S. Ransdell, C.M. Levy, Working Memory Constraints on Writing Quality and Fluency. G. Rijlaarsdam, H. van den Bergh, The Dynamics of Composing -- An Agenda for the Research into an Interactive Compensatory Model of Writing: Many Questions, Some Answers. M. Sharples, An Account of Writing as Creative Design. Part II: Analytic Tools and Techniques.C.M. Levy, S. Ransdell, Writing Signatures. K.S. Eklundh, P. Kollberg, A Computer Tool and Framework for Analyzing Online Revisions. M. Torrance, G.V. Thomas, E.J. Robinson, Finding Something to Write About: Strategic and Automatic Processes in Idea Generation. H. van den Bergh, G. Rijlaarsdam, The Dynamics of Composing: Modeling Writing Process Data. D. Janssen, L. van Waes, H. van den Bergh, Effects of Thinking Aloud on Writing Processes. T. Sanders, C. van Wijk, Text Analysis as a Research Tool: How Hierarchical Text Structure Contributes to the Understanding of Conceptual Processes in Writing. Part III: Individual Differences and Applications.I. Levin, D.L. Share, E. Shatil, A Qualitative-Quantitative Study of Preschool Writing: Its Development and Contribution to School Literacy. R. Madigan, P. Linton, S. Johnson, The Paradox of Writing Apprehension. T. van der Geest, Studying "Real-Life" Writing Processes: A Proposal and an Example. B.K. Britton, Rewriting: The Arts and Sciences of Improving Expository Instructional Text. S. Graham, K.R. Harris, Self-Regulation and Strategy Instruction for Students Who Find Writing and Learning Challenging. J.E. Reece, G. Cumming,** Evaluating Speech-Based Composition Methods: Planning, Dictation, and the Listening Word Processor.