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- The model that emerges from a review of the literature on writing places a strong emphasis on writing as an integrated, socially situated skill that cannot be assessed properly without taking into account the fact that most writing tasks involve management of a complex array of skills over the course of a writing project, including language and literacy skills, document-creation and document-management skills, and critical-thinking skills.
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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
Jan 1, 2004 · This paper will introduce a theory of the cognitive processes involved in composing in an effort to lay groundwork for more detailed study of thinking processes in writing.
Jan 1, 2009 · This paper reviews models of the cognitive processes involved in writing. It sketches their development from an early emphasis on the thinking behind the text and the impact of cognitive
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
Writing is analyzed as thinking that uses paper or other media to externalize and manipulate symbolic expressions. Mental operations of natural language can occur somewhat independently, and they … Expand
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.
This paper will introduce a theory of the cognitive processes involved in composing in an effort to lay groundwork for more detailed study of thinking processes in writing.
