Pub Date : 2022-02-01DOI: 10.17239/jowr-2022.13.03.04
I. K. Hasund, Hilde Hilde Hasselgard
{"title":"Writer/reader visibility in young learner writing: A study of the TRAWL corpus of lower secondary school texts","authors":"I. K. Hasund, Hilde Hilde Hasselgard","doi":"10.17239/jowr-2022.13.03.04","DOIUrl":"https://doi.org/10.17239/jowr-2022.13.03.04","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48727181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.17239/jowr-2022.13.01.01
H. Carter, D. Townsend
{"title":"A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently","authors":"H. Carter, D. Townsend","doi":"10.17239/jowr-2022.13.01.01","DOIUrl":"https://doi.org/10.17239/jowr-2022.13.01.01","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43398162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.17239/jowr-2022.13.03.02
M. Flores-Ferrés, D. van Weijen, Gert Rijlaarsdam
: This study aimed to provide evidence for continuing the innovation of writing instruction in Grades 7-12 of Chilean public schools. Teachers' beliefs influence their curricular interpretations; therefore, these beliefs play a key role when aiming for educational innovation. Hence, we investigated the relations between Language teachers’ current practices of implementing the national curriculum and their beliefs regarding five paradigms of Language instruction. While beliefs on writing instruction are possibly embedded in beliefs on the broader topic of Language instruction, we took this broader category into account. We obtained 182 completed surveys from teachers of all Chilean regions (response rate: 47%). Teachers reported a rather strong adherence to four curricular paradigms both in terms of practices and beliefs, while the fifth, the communicative paradigm, demonstrated a low level of adherence. The strength of the implementation of teachers´ practices of writing instruction seemed to be related to teachers´ beliefs, about writing and more general aspects as well. The results suggest that policymakers must focus public efforts on reinforcing teachers’ beliefs regarding writing instruction, especially regarding communicative writing and on the connections between the five paradigms. In addition, we recommend that public efforts prioritize improvements in Grades 9-12 over Grades 7-8.
{"title":"Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices","authors":"M. Flores-Ferrés, D. van Weijen, Gert Rijlaarsdam","doi":"10.17239/jowr-2022.13.03.02","DOIUrl":"https://doi.org/10.17239/jowr-2022.13.03.02","url":null,"abstract":": This study aimed to provide evidence for continuing the innovation of writing instruction in Grades 7-12 of Chilean public schools. Teachers' beliefs influence their curricular interpretations; therefore, these beliefs play a key role when aiming for educational innovation. Hence, we investigated the relations between Language teachers’ current practices of implementing the national curriculum and their beliefs regarding five paradigms of Language instruction. While beliefs on writing instruction are possibly embedded in beliefs on the broader topic of Language instruction, we took this broader category into account. We obtained 182 completed surveys from teachers of all Chilean regions (response rate: 47%). Teachers reported a rather strong adherence to four curricular paradigms both in terms of practices and beliefs, while the fifth, the communicative paradigm, demonstrated a low level of adherence. The strength of the implementation of teachers´ practices of writing instruction seemed to be related to teachers´ beliefs, about writing and more general aspects as well. The results suggest that policymakers must focus public efforts on reinforcing teachers’ beliefs regarding writing instruction, especially regarding communicative writing and on the connections between the five paradigms. In addition, we recommend that public efforts prioritize improvements in Grades 9-12 over Grades 7-8.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49609331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.17239/jowr-2022.13.03.03
J. V. van Rijt, B. van den Broek, H. van den Bergh
{"title":"Refocusing education in writing style? Relationships between stylistic lapses and the quality of Dutch secondary school students’ argumentative writing","authors":"J. V. van Rijt, B. van den Broek, H. van den Bergh","doi":"10.17239/jowr-2022.13.03.03","DOIUrl":"https://doi.org/10.17239/jowr-2022.13.03.03","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49055478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.17239/jowr-2022.13.03.05
Ronald T. Kellogg
{"title":"Book Review of \"Executive Functions and Writing\"","authors":"Ronald T. Kellogg","doi":"10.17239/jowr-2022.13.03.05","DOIUrl":"https://doi.org/10.17239/jowr-2022.13.03.05","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41404229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.17239/jowr-2020.13.02.05
E. D. Speltz, E. Chukharev-Hudilainen
research agendas [Book Review of: Writing and language learning: Advancing research agendas by R. M. Manchón, Ed.]. Journal of Writing Research, 13(2), 323-327. https://doi.org/10.17239/jowr-2020.13.02.05 Contact: Emily Dux Speltz, Iowa State University, Curtiss 324-P, 513 Farm House Lane, Ames IA, 50011 | United States endux@iastate.edu Copyright: Earli | This article is published under Creative Commons AttributionNoncommercial-No Derivative Works 3.0 Unported license. Book review Writing and language learning: Advancing research agendas
研究议程[书评:写作和语言学习:推进研究议程r.m. Manchón，编辑]。写作研究，13(2)，323-327。https://doi.org/10.17239/jowr-2020.13.02.05联系方式:Emily Dux Speltz，爱荷华州立大学，Curtiss 324-P, 513 Farm House Lane, Ames IA, 5001|美国endux@iastate.edu版权:Earli |这篇文章是在知识共享署名下发布的，非商业性-禁止衍生作品3.0未经许可。写作与语言学习:推进研究议程
{"title":"Book review_Writing and language learning: Advancing research agendas","authors":"E. D. Speltz, E. Chukharev-Hudilainen","doi":"10.17239/jowr-2020.13.02.05","DOIUrl":"https://doi.org/10.17239/jowr-2020.13.02.05","url":null,"abstract":"research agendas [Book Review of: Writing and language learning: Advancing research agendas by R. M. Manchón, Ed.]. Journal of Writing Research, 13(2), 323-327. https://doi.org/10.17239/jowr-2020.13.02.05 Contact: Emily Dux Speltz, Iowa State University, Curtiss 324-P, 513 Farm House Lane, Ames IA, 50011 | United States endux@iastate.edu Copyright: Earli | This article is published under Creative Commons AttributionNoncommercial-No Derivative Works 3.0 Unported license. Book review Writing and language learning: Advancing research agendas","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41601651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.17239/jowr-2021.13.02.01
J. van Drie, J. van Driel, D. van Weijen
{"title":"Developing students’ writing in History: Effects of a teacher-designed domain-specific writing instruction","authors":"J. van Drie, J. van Driel, D. van Weijen","doi":"10.17239/jowr-2021.13.02.01","DOIUrl":"https://doi.org/10.17239/jowr-2021.13.02.01","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44262785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.17239/jowr-2021.13.02.05
E. Dux Speltz,E. Chukharev-Hudilainen
{"title":"Book review_Writing and language learning: Advancing research agendas","authors":"E. Dux Speltz,E. Chukharev-Hudilainen","doi":"10.17239/jowr-2021.13.02.05","DOIUrl":"https://doi.org/10.17239/jowr-2021.13.02.05","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"20 1","pages":"323-327"},"PeriodicalIF":4.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-01DOI: 10.17239/JOWR-2021.13.01.03
Alessio Miaschi, D. Brunato, F. Dell’Orletta
: In this study we present a Natural Language Processing (NLP)-based stylometric approach for tracking the evolution of written language competence in Italian L1 learners. The approach relies on a wide set of linguistically motivated features capturing stylistic aspects of a text, which were extracted from students’ essays contained in CItA (Corpus Italiano di Apprendenti L1), the first longitudinal corpus of texts written by Italian L1 learners enrolled in the first and second year of lower secondary school. We address the problem of modeling written language development as a supervised classification task consisting in predicting the chronological order of essays written by the same student at different temporal spans. The promising results obtained in several classification scenarios allow us to conclude that it is possible to automatically model the highly relevant changes affecting written language evolution across time, as well as identifying which features are more predictive of this process. In the last part of the article, we focus the attention on the possible influence of background variables on language learning and we present preliminary results of a pilot study aiming at understanding how the observed developmental patterns are affected by information related to the school environment of the student
：在这项研究中，我们提出了一种基于自然语言处理（NLP）的风格测量方法，用于跟踪意大利L1学习者书面语言能力的演变。该方法依赖于捕捉文本风格方面的一系列语言动机特征，这些特征是从CItA（Corpus Italiano di Apprendenti L1）中包含的学生论文中提取的，CItA是意大利一年级和二年级学生撰写的第一个纵向文本语料库。我们将书面语言发展建模问题作为一项有监督的分类任务来解决，该任务包括预测同一学生在不同时间跨度写的文章的时间顺序。在几个分类场景中获得的有希望的结果使我们能够得出结论，可以自动对影响书面语言随时间演变的高度相关的变化进行建模，并确定哪些特征更能预测这一过程。在文章的最后一部分，我们将注意力集中在背景变量对语言学习的可能影响上，并介绍了一项试点研究的初步结果，该研究旨在了解观察到的发展模式如何受到与学生学校环境相关的信息的影响
{"title":"A NLP-based stylometric approach for tracking the evolution of L1 written language competence","authors":"Alessio Miaschi, D. Brunato, F. Dell’Orletta","doi":"10.17239/JOWR-2021.13.01.03","DOIUrl":"https://doi.org/10.17239/JOWR-2021.13.01.03","url":null,"abstract":": In this study we present a Natural Language Processing (NLP)-based stylometric approach for tracking the evolution of written language competence in Italian L1 learners. The approach relies on a wide set of linguistically motivated features capturing stylistic aspects of a text, which were extracted from students’ essays contained in CItA (Corpus Italiano di Apprendenti L1), the first longitudinal corpus of texts written by Italian L1 learners enrolled in the first and second year of lower secondary school. We address the problem of modeling written language development as a supervised classification task consisting in predicting the chronological order of essays written by the same student at different temporal spans. The promising results obtained in several classification scenarios allow us to conclude that it is possible to automatically model the highly relevant changes affecting written language evolution across time, as well as identifying which features are more predictive of this process. In the last part of the article, we focus the attention on the possible influence of background variables on language learning and we present preliminary results of a pilot study aiming at understanding how the observed developmental patterns are affected by information related to the school environment of the student","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42819451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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