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Writing. is a social technology designed to communicate among people. It is learned and produced in social circum-stances, establishes social relationships, changes the writer’s social presence, creates shared meanings, and accomplishes social action.
- 261KB
- 15
- The Complexities of Writing
- Automisation of Writing
- Focus on Meaning
- Model Texts
How writers turn their ideas into text depends on their cognitive resources, such as attention and working memory and the mechanics of handwriting or typing. For English language learners, working memory is particularly relevant. Writing is a very complex and effortful cognitive task. Writers have to juggle ideas, content, language norms (spelling,...
One way to overcome some of the cognitive constraints of writing, in their L1 as well as in English, is to practise different aspects of writing separately in order for writers to automatise these functions, for example spelling and mechanics. Think of writing as learning an instrument: separate skills, such as scales, need to be practised in order...
A way to focus more on meaning at the same time as the cognitive load is reduced, is to design a task where you put meaning in focus and ignore form and correctness. For example, use a creative writing approach: Open the window and ask students to write what they can hear, smell, see etc. 1. Students write about and draw their experiences from an e...
Another way to reduce cognitive load for learners, put meaning in focus and spark their ideas, is to vary the start of the writing process. Ask students to read, compare and contrast model texts before they start writing: 1. Are the texts good? 2. What makes them good? 3. How are they formulated? 4. Who is the reader? This approach is common when w...
Aug 8, 2014 · This paper undertakes a review of the literature on writing cognition, writing instruction, and writing assessment with the goal of developing a framework and competency model for a new approach to writing assessment.
- Paul Deane, Nora Odendahl, Thomas Quinlan, Mary Fowles, Cyndi Welsh, Jennifer Bivens-Tatum
- 2008
1 MODELING THE COGNITIVE BASIS FOR WRITING SKILL Introduction The purpose of this review is to examine the cognitive literature on writing, with an emphasis on the cognitive skills that underlie successful writing in an academic setting. ETS is attempting to design a writing assessment that will, under known constraints of time and cost,
- Paul Deane, Nora Odendahl, Thomas Quinlan, Mary Fowles, Cyndi Welsh, Jennifer Bivens-Tatum
- 2008
Dec 17, 2018 · The first two articles conceptualize writing from a predominately cognitive perspective. Hacker (Citation this issue) describes a model where writing is reconceptualized as a metacognitive process. In discussing the model, he considers the developmental implications of the model and presents possible future research directions that stem from it.
- Stephen Graham
- 2018
Based on 17 case studies with 13 multilingual students and four researchers, mainly at the University of Vienna, and tested in a survey, the model conceptualizes the writing process as a dynamic system with a certain range of influence factors on several levels.
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In this chapter, we present a framework relating the cognitive processes that writers in general use when they create written texts, the mental resources that these cognitive processes can draw on, and the task environment in which these cognitive processes operate.
