Pub Date : 2019-10-01DOI: 10.17239/jowr-2019.11.02.05
G. Bui, A. Kong
{"title":"Metacognitive Instruction for Peer Review Interaction in L2 Writing","authors":"G. Bui, A. Kong","doi":"10.17239/jowr-2019.11.02.05","DOIUrl":"https://doi.org/10.17239/jowr-2019.11.02.05","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47204266","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 : 2019-09-01DOI: 10.17239/jowr-2019.11.02.06
LT Qin, J. Zhang
{"title":"English as a foreign language writers’ metacognitive strategy knowledge of writing and their writing performance in multimedia environments","authors":"LT Qin, J. Zhang","doi":"10.17239/jowr-2019.11.02.06","DOIUrl":"https://doi.org/10.17239/jowr-2019.11.02.06","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49147619","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 : 2019-06-03DOI: 10.17239/JOWR-2019.11.01.08
Andreia Nunes, S. Castro
handwriting [Book Review of Observing writing: Insights from keystroke logging and handwriting by E. Lindgren, & K. Sullivan (Eds.). Journal of Writing Research, 11(1), 245-250. http://dx.doi.org/10.17239/jowr-2019.11.01.08 Contact: Andreia Nunes:, University of Porto, Faculty of Psychology and Education Sciences, Rua Alfredo Allen, 4200-135 Porto| Portugal andreianunes@fpce.up.pt This article is published under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported license. Book review Observing writing: Insights from keystroke logging and handwriting
{"title":"Book review: Observing writing: Insights from keystroke logging and handwriting","authors":"Andreia Nunes, S. Castro","doi":"10.17239/JOWR-2019.11.01.08","DOIUrl":"https://doi.org/10.17239/JOWR-2019.11.01.08","url":null,"abstract":"handwriting [Book Review of Observing writing: Insights from keystroke logging and handwriting by E. Lindgren, & K. Sullivan (Eds.). Journal of Writing Research, 11(1), 245-250. http://dx.doi.org/10.17239/jowr-2019.11.01.08 Contact: Andreia Nunes:, University of Porto, Faculty of Psychology and Education Sciences, Rua Alfredo Allen, 4200-135 Porto| Portugal andreianunes@fpce.up.pt This article is published under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported license. Book review Observing writing: Insights from keystroke logging and handwriting","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45650977","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 : 2019-06-01DOI: 10.17239/JOWR-2019.11.01.03
L. Campbell
In clinical nursing simulations, a group of students provide care for a robotic patient during a structured scenario. As are is transferred from one group to another, they participate in a patient handoff, with outgoing students passing key information onto incoming students. In healthcare, the nursing handoff is a critical and perilous communication moment that is mediated by a range of participants and texts. Drawing on observations and video recordings of 52 simulation handoffs in the United States, this article examines how two student designed texts—a collaborative patient chart and individual notes—are leveraged during the handoff. I also consider how handoff talk and writing changes as student nursing knowledge increases over the course of a year. By focusing on textual mediation of the simulated nursing handoff, this article contributes to existing research on professional writing pedagogy and to nursing scholarship on the handoff. Ultimately, it argues that a textual mediation framework can help bridge classroom and professional contexts by evaluating student writing not for how successfully it meets a set of imposed criteria but for how effectively it supports classroom activities.
{"title":"Textual Mediation in Simulated Nursing Handoffs: Examining How Student Writing Coordinates Action","authors":"L. Campbell","doi":"10.17239/JOWR-2019.11.01.03","DOIUrl":"https://doi.org/10.17239/JOWR-2019.11.01.03","url":null,"abstract":"In clinical nursing simulations, a group of students provide care for a robotic patient during a structured scenario. As are is transferred from one group to another, they participate in a patient handoff, with outgoing students passing key information onto incoming students. In healthcare, the nursing handoff is a critical and perilous communication moment that is mediated by a range of participants and texts. Drawing on observations and video recordings of 52 simulation handoffs in the United States, this article examines how two student designed texts—a collaborative patient chart and individual notes—are leveraged during the handoff. I also consider how handoff talk and writing changes as student nursing knowledge increases over the course of a year. By focusing on textual mediation of the simulated nursing handoff, this article contributes to existing research on professional writing pedagogy and to nursing scholarship on the handoff. Ultimately, it argues that a textual mediation framework can help bridge classroom and professional contexts by evaluating student writing not for how successfully it meets a set of imposed criteria but for how effectively it supports classroom activities.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46457189","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 : 2019-06-01DOI: 10.17239/JOWR-2019.11.01.07
Angelica M Silva, R. Limongi
{"title":"Writing to Learn Increases Long-term Memory Consolidation: A Mental-chronometry and Computational-modeling Study of “Epistemic Writing”","authors":"Angelica M Silva, R. Limongi","doi":"10.17239/JOWR-2019.11.01.07","DOIUrl":"https://doi.org/10.17239/JOWR-2019.11.01.07","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45346234","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 : 2019-06-01DOI: 10.17239/JOWR-2019.11.01.05
G. Giaimo, Samantha J. Turner
{"title":"Session Notes as a Professionalization Tool for Writing Center Staff: Conducting Discourse Analysis to Determine Training Efficacy and Tutor Growth","authors":"G. Giaimo, Samantha J. Turner","doi":"10.17239/JOWR-2019.11.01.05","DOIUrl":"https://doi.org/10.17239/JOWR-2019.11.01.05","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/JOWR-2019.11.01.05","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46954773","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 : 2019-06-01DOI: 10.17239/JOWR-2019.11.01.04
Yuchen Shi, F. Matos, D. Kuhn
{"title":"Dialog as a Bridge to Argumentative Writing","authors":"Yuchen Shi, F. Matos, D. Kuhn","doi":"10.17239/JOWR-2019.11.01.04","DOIUrl":"https://doi.org/10.17239/JOWR-2019.11.01.04","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/JOWR-2019.11.01.04","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44857121","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 : 2019-06-01DOI: 10.17239/JOWR-2019.11.01.01
Raffaella Negretti, Špela Mežek
Apprenticeship in academic prose is a transformative experience (Hayot, 2014), and this paper investigates the development of self-regulation in three bachelor (BA) literature essay writers using the theoretical lens of participatory appropriation by Rogoff (1990, 2008), which seeks to explain how individuals undergo processes of development thanks to, and in interaction with, the social interaction. Students who learn to self-regulate towards concrete, achievable writing goals obtain higher levels of writing performance, i.e. text quality (Rogers & Graham, 2008; Graham, McKeown, Kiuhara & Harris, 2012; Graham & Perin, 2007). Metacognitive skills are integral to the development of genre knowledge and rhetorical effectiveness (Negretti, 2015). We thus investigate how interaction with a supervisor helps students orient themselves towards genre/discipline-relevant writing goals, how do they self-regulate towards these goals, how it helps students aligning with the stakeholders’ (the examiners) evaluation of the quality of writing. Data was collected through in-depth, qualitative interviews at three points in the term; interview data was also collected from the examiners after defense. Data was coded and analyzed in NVivo, using Pintrich’s (2004) heuristic. Results show that frequently students explicitly reported on or imagined the interaction with their supervisor: a sort of “dialogic think-aloud”. These dialogues often discussed genre-relevant aspects such as what the essay should aim for (genre goals) and what would be the expectations to meet (genre criteria), providing the basis for a variety of SR behaviors. Despite its limitations, this investigation responds to calls for context-sensitive inquiries of self-regulation and metacognition, were individual development is highlighted against the backdrop of the social context in which it is embedded (Azevedo 2009; Pieschl, 2009).
{"title":"Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature","authors":"Raffaella Negretti, Špela Mežek","doi":"10.17239/JOWR-2019.11.01.01","DOIUrl":"https://doi.org/10.17239/JOWR-2019.11.01.01","url":null,"abstract":"Apprenticeship in academic prose is a transformative experience (Hayot, 2014), and this paper investigates the development of self-regulation in three bachelor (BA) literature essay writers using the theoretical lens of participatory appropriation by Rogoff (1990, 2008), which seeks to explain how individuals undergo processes of development thanks to, and in interaction with, the social interaction. Students who learn to self-regulate towards concrete, achievable writing goals obtain higher levels of writing performance, i.e. text quality (Rogers & Graham, 2008; Graham, McKeown, Kiuhara & Harris, 2012; Graham & Perin, 2007). Metacognitive skills are integral to the development of genre knowledge and rhetorical effectiveness (Negretti, 2015). We thus investigate how interaction with a supervisor helps students orient themselves towards genre/discipline-relevant writing goals, how do they self-regulate towards these goals, how it helps students aligning with the stakeholders’ (the examiners) evaluation of the quality of writing. Data was collected through in-depth, qualitative interviews at three points in the term; interview data was also collected from the examiners after defense. Data was coded and analyzed in NVivo, using Pintrich’s (2004) heuristic. Results show that frequently students explicitly reported on or imagined the interaction with their supervisor: a sort of “dialogic think-aloud”. These dialogues often discussed genre-relevant aspects such as what the essay should aim for (genre goals) and what would be the expectations to meet (genre criteria), providing the basis for a variety of SR behaviors. Despite its limitations, this investigation responds to calls for context-sensitive inquiries of self-regulation and metacognition, were individual development is highlighted against the backdrop of the social context in which it is embedded (Azevedo 2009; Pieschl, 2009).","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/JOWR-2019.11.01.01","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45287597","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 : 2019-06-01DOI: 10.17239/JOWR-2019.11.01.02
S. Harmey, I. Wilkinson
Comprehensive descriptions of early writing development are needed to adequately inform instruction and intervention and yet knowledge about how early writing develops is fragmented. This paper provides a critical review of longitudinal studies of early writing development with specific attention to the logics of inquiry used. Twenty-seven studies of children up to age 10, spanning 34 years from 5 countries, are included. Researchers’ theoretical framing, research questions, definitions of writing, study designs, time span, analytic procedures, measurement or classification of writing, key findings, and attention to context or instruction are examined. Findings show that definitions of writing vary considerably or, in some instances, are nonexistent. These definitions have implications for the research designs and measures used, and how data were classified. Many studies describe developmental trends in a global way but few describe how the development occurs or goes awry. Few studies examine cognition in conjunction with context. Similarly, few studies present strong theoretical orientations toward writing with coherent connections between problem formulation and design, measures, or classifications used. Recommendations for future research are provided.
{"title":"A Critical Review of the Logics of Inquiry in Studies of Early Writing Development","authors":"S. Harmey, I. Wilkinson","doi":"10.17239/JOWR-2019.11.01.02","DOIUrl":"https://doi.org/10.17239/JOWR-2019.11.01.02","url":null,"abstract":"Comprehensive descriptions of early writing development are needed to adequately inform instruction and intervention and yet knowledge about how early writing develops is fragmented. This paper provides a critical review of longitudinal studies of early writing development with specific attention to the logics of inquiry used. Twenty-seven studies of children up to age 10, spanning 34 years from 5 countries, are included. Researchers’ theoretical framing, research questions, definitions of writing, study designs, time span, analytic procedures, measurement or classification of writing, key findings, and attention to context or instruction are examined. Findings show that definitions of writing vary considerably or, in some instances, are nonexistent. These definitions have implications for the research designs and measures used, and how data were classified. Many studies describe developmental trends in a global way but few describe how the development occurs or goes awry. Few studies examine cognition in conjunction with context. Similarly, few studies present strong theoretical orientations toward writing with coherent connections between problem formulation and design, measures, or classifications used. Recommendations for future research are provided.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/JOWR-2019.11.01.02","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43610907","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 : 2019-06-01DOI: 10.17239/JOWR-2019.11.01.06
Linlin Luo, Kenneth A. Kiewra
{"title":"Soaring to Successful Synthesis Writing","authors":"Linlin Luo, Kenneth A. Kiewra","doi":"10.17239/JOWR-2019.11.01.06","DOIUrl":"https://doi.org/10.17239/JOWR-2019.11.01.06","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/JOWR-2019.11.01.06","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45462252","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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