Journal of Writing Research最新文献

Book review | Technology in second language writing: Advances in composing, translation, writing pedagogy and data-driven learning 书评|第二语言写作中的技术:作曲、翻译、写作教学法和数据驱动学习的进展

Journal of Writing Research Pub Date : 2023-10-19 DOI: 10.17239/jowr-2023.15.02.07

Yu Du, Junju Wang

引用次数: 0

Fleshing out your text: How elaboration and contextualization moves differentially predict writing quality 充实你的文章:阐述和语境化如何不同地预测写作质量

Journal of Writing Research Pub Date : 2023-08-23 DOI: 10.17239/jowr-2023.15.02.05

Henk Pander Maat, Kees De Glopper, Kay Raaijmakers, Joris Veerbeek, Dennis Vermeulen

{"title":"Fleshing out your text: How elaboration and contextualization moves differentially predict writing quality","authors":"Henk Pander Maat, Kees De Glopper, Kay Raaijmakers, Joris Veerbeek, Dennis Vermeulen","doi":"10.17239/jowr-2023.15.02.05","DOIUrl":"https://doi.org/10.17239/jowr-2023.15.02.05","url":null,"abstract":"This study explores the relation between writing quality and contextualization and elaboration moves, two kinds of textual expansion devices crucial for building common ground between writers and readers. We ask whether elaboration and contextualization features differentially predict writing quality and whether their quality contributions differ between genres. We also ask to what extent elaboration and contextualization are tied to individual writers, and can be explained by writer characteristics. To examine these issues, we annotated descriptive and argumentative texts of Dutch adolescents. Text quality was rated holistically, using benchmark scales. As regards elaboration, depth affects quality more than breadth does. It also contributes across genres, whereas breadth only contributes in argumentations. Depth shows a large individual consistency across tasks, which is substantially related to students’ school type, grade and gender. Breadth shows weaker links to individual writers and their characteristics. With regard to contextualization, opening and closing moves play a modest role in text quality. Initial support moves contribute to quality across tasks; concluding moves contribute more in argumentations. Concluding moves are most consistent within writers; however, for all contextualization moves, the writer variance is substantially explained by writer characteristics. This study opens up new avenues for explicating writing quality and writing skill.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135621213","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}

引用次数: 0

Thinking outside the box: Senior scientists’ metacognitive strategy knowledge and self-regulation of writing for science communication 跳出框框思考:资深科学家的元认知策略知识与科学传播写作的自我调节

Journal of Writing Research Pub Date : 2023-06-06 DOI: 10.17239/jowr-2023.15.02.04

Raffaella Negretti, Carina Sjöberg-Hawke, Maria Persson, Maria Cervin-Ellqvist

{"title":"Thinking outside the box: Senior scientists’ metacognitive strategy knowledge and self-regulation of writing for science communication","authors":"Raffaella Negretti, Carina Sjöberg-Hawke, Maria Persson, Maria Cervin-Ellqvist","doi":"10.17239/jowr-2023.15.02.04","DOIUrl":"https://doi.org/10.17239/jowr-2023.15.02.04","url":null,"abstract":"Academics are increasingly engaged in writing genres with purposes and for readers outside of academia—a variety of science-based communication practices that fall under the term science communication. These practices often span different modes, genres, and even languages, requiring high degrees of rhetorical flexibility, strategic knowledge, and regulation of writing. In this study, we probe the self-regulation and specifically the metacognitive strategy knowledge (MSK) of seven senior scientists who regularly and actively engage with writing for science communication. We argue that understanding their MSK can illuminate how strategic knowledge is transferred across written genres, and importantly offer useful insights for the training of future scientists. Using data derived from in-depth, narrative interviews with a recall component, we identify a variety of strategies for task conceptualization/analysis, planning and goal setting, monitoring, and evaluating the writing of different genres. Task analysis appears particularly crucial in science communication writing, due to the great variety of purposes and readers that fall under this umbrella. Interestingly, our participants underscore storytelling strategies, and seem to transfer language and style monitoring strategies to and from science communication and publication. We map the strategies identified and discuss the implications of our study for further research and science communication pedagogy.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135601671","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}

引用次数: 0

Advancing Civics-specific Disciplinary Writing in the Elementary Grades issue 在小学阶段推进公民特定学科写作问题

IF 4.1

Journal of Writing Research Pub Date : 2023-06-01 DOI: 10.17239/jowr-2023.15.01.03

E. Enright, W. Toledo, Kath Wright

{"title":"Advancing Civics-specific Disciplinary Writing in the Elementary Grades issue","authors":"E. Enright, W. Toledo, Kath Wright","doi":"10.17239/jowr-2023.15.01.03","DOIUrl":"https://doi.org/10.17239/jowr-2023.15.01.03","url":null,"abstract":": Students need support through intentional writing instruction to develop their discipline-specific writing skills outside of Language Arts. Yet, we argue not all writing instruction provides the same opportunities for student learning. In this study, with the support of professional development, teachers engaged students in civic perspective-taking through writing, focusing on locally relevant public issues. Drawing from disciplinary literacy and genre pedagogy, our research team conducted a descriptive study where thematic analysis was applied to examine second and third graders’ civics writing samples. Our findings indicate that students’ engagement with key civic concepts became more complex and purposeful as they practiced argumentative writing. Development continued from second to third grade in both the sophistication of their civic perspective-taking as well as their writing. Additionally, we found that student motivation to engage in argumentative writing increased in all classrooms across both grade levels when engaging with locally relevant public issues. This article provides details about the elementary civics writing curriculum and the students’ writing outcomes as well as includes the two graphic organizers used in the curriculum.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43859357","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}

引用次数: 0

Cross-disciplinary language changes in 4th graders as a predictor of the quality of written scientific explanation 四年级学生跨学科语言变化作为书面科学解释质量的预测因子

IF 4.1

Journal of Writing Research Pub Date : 2023-06-01 DOI: 10.17239/jowr-2023.15.01.05

A. Meneses, M. Montenegro, D. Acevedo, J. Figueroa, E. Hugo

引用次数: 2

Participatory roles adopted by elementary students when writing collaboratively in environmental and social studies classrooms 小学生在环境与社会课堂合作写作时所采用的参与性角色

IF 4.1

Journal of Writing Research Pub Date : 2023-06-01 DOI: 10.17239/jowr-2023.15.01.04

Arvo Salo, S. Routarinne, R. Juvonen, A. Kaasinen

引用次数: 0

Developing Writing across and in School Subjects: Introduction to Special Issue 发展写作跨和在学校科目:介绍特刊

IF 4.1

Journal of Writing Research Pub Date : 2023-06-01 DOI: 10.17239/jowr-2023.15.01.01

S. Routarinne, R. Juvonen, J. Pentikäinen

引用次数: 0

Synthesis Writing in Science Orientation Classes: An Instructional Design Studio 科学定向课综合写作教学设计工作室

IF 4.1

Journal of Writing Research Pub Date : 2023-06-01 DOI: 10.17239/jowr-2023.15.01.06

E. Alkema, D. van Weijen, Gert Rijlaarsdam

引用次数: 0

Work descriptions written by third-graders: An aspect of disciplinary literacy in primary craft education education 小学三年级学生作业描述:小学工艺教育中学科素养的一个方面

IF 4.1

Journal of Writing Research Pub Date : 2023-06-01 DOI: 10.17239/jowr-2023.15.01.02

V. Törmälä, P. Kulju

引用次数: 2

Perceptions of choice in writing of university students 大学生对写作选择的认知

Journal of Writing Research Pub Date : 2023-05-27 DOI: 10.17239/jowr-2023.15.02.03

Angelique Aitken, Steve Graham

{"title":"Perceptions of choice in writing of university students","authors":"Angelique Aitken, Steve Graham","doi":"10.17239/jowr-2023.15.02.03","DOIUrl":"https://doi.org/10.17239/jowr-2023.15.02.03","url":null,"abstract":"There is an assumption in education that allowing students to choose their writing topics and positions is beneficial; however, there is little research to support this belief, particularly from the students’ perspectives. In the present study, we conducted 20 semi-structured interviews with students at a large university in the Southwest of the United States after they completed two in-class argumentative writing assignments in a course on exceptional children, one where they chose their writing position and one where they were assigned their writing position. As a group, these 20 students (13 female, 7 male) were above average writers in their first to third year of study, and the majority of them were education majors (70%), followed by arts and sciences (25%), and design and the arts (5%). The interview protocol focused upon their shifting perspectives on the underlying motivational construct of choice related to this and other writing assignments. Taking a grounded theory approach to thematic analysis, findings indicated that having choice in writing was important because it allowed students to write about topics that they find easier, more interesting, and possess greater knowledge. Choice also allowed students to demonstrate their autonomy, which they believed, influenced their motivation and writing quality/grades. While the university students in this study generally preferred choice, a majority of them identified benefits of not choosing, including opportunities to improve writing tenacity, enhance their writing skills, and achieve new perspectives.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135950416","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}

引用次数: 0