Journal of Writing Research最新文献_第6页

Introduction to the Special Issue on Technology-Based Writing Instruction: A Collection of Effective Tools 科技写作教学特刊导论：有效工具集

IF 4.1

Journal of Writing Research Pub Date : 2020-06-01 DOI: 10.17239/jowr-2020.12.01.01

Teresa Limpo, Andreia Nunes, A. Coelho

引用次数: 8

Expressive writing in school children: Effects on well-being and working memory 小学生表达性写作对幸福感和工作记忆的影响

IF 4.1

Journal of Writing Research Pub Date : 2020-02-01 DOI: 10.17239/jowr-2020.11.03.04

M. Fartoukh, L. Chanquoy

{"title":"Expressive writing in school children: Effects on well-being and working memory","authors":"M. Fartoukh, L. Chanquoy","doi":"10.17239/jowr-2020.11.03.04","DOIUrl":"https://doi.org/10.17239/jowr-2020.11.03.04","url":null,"abstract":"This study examines the benefits of an expressive writing intervention in 5th graders on well-being – anxiety and depression symptoms – and on working memory capacity. A classical paradigm of expressive writing was used in school children during their classroom time: half of the participants had to write about stressful and negative events of their own lives, whereas the other half had to write about a normal school day. Children were asked to write four times in two weeks, resulting in four days of writing. Each group completed questionnaires yielding measures of depression, anxiety, and working memory 3 times: before the intervention, just after the writing sessions and two months after following the intervention. The narratives were analyzed using Emotaix-Tropes software. The results revealed that all the children showed a decrease in depression and anxiety symptoms. By contrast, only children in the expressive writing group showed working memory improvement. The potential benefits of emotional disclosure in school children are discussed. While there are several possible explanations for these findings, the results of this study indicate, first, that expressive writing seems to be both feasible and potentially valuable for school children, and second, that some cognitive changes occur in terms of cognitive functioning.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45965512","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: 2

Engaging in deliberate practice: The metacognitive awareness of expert ELT textbook writers 从事刻意练习:英语教材编写者的元认知意识

IF 4.1

Journal of Writing Research Pub Date : 2020-02-01 DOI: 10.17239/jowr-2020.11.03.03

D. Atkinson

引用次数: 3

Linguistic features in writing quality and development: An overview 写作质量与发展的语言特征综述

IF 4.1

Journal of Writing Research Pub Date : 2020-02-01 DOI: 10.17239/jowr-2020.11.03.01

S. Crossley

引用次数: 104

Expressive writing in school children: Effects on well-being and working memory 学童表达性写作:对幸福感和工作记忆的影响

IF 4.1

Journal of Writing Research Pub Date : 2020-02-01 DOI: 10.17239/jowr-2019.11.03.04

Michael Fartoukh, Lucile Chanquoy

{"title":"Expressive writing in school children: Effects on well-being and working memory","authors":"Michael Fartoukh, Lucile Chanquoy","doi":"10.17239/jowr-2019.11.03.04","DOIUrl":"https://doi.org/10.17239/jowr-2019.11.03.04","url":null,"abstract":"This study examines the benefits of an expressive writing intervention in 5th graders on well-being – anxiety and depression symptoms – and on working memory capacity. A classical paradigm of expressive writing was used in school children during their classroom time: half of the participants had to write about stressful and negative events of their own lives, whereas the other half had to write about a normal school day. Children were asked to write four times in two weeks, resulting in four days of writing. Each group completed questionnaires yielding measures of depression, anxiety, and working memory 3 times: before the intervention, just after the writing sessions and two months after following the intervention. The narratives were analyzed using Emotaix-Tropes software. The results revealed that all the children showed a decrease in depression and anxiety symptoms. By contrast, only children in the expressive writing group showed working memory improvement. The potential benefits of emotional disclosure in school children are discussed. While there are several possible explanations for these findings, the results of this study indicate, first, that expressive writing seems to be both feasible and potentially valuable for school children, and second, that some cognitive changes occur in terms of cognitive functioning.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"54 7","pages":""},"PeriodicalIF":4.1,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509442","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

Engaging in deliberate practice: The metacognitive awareness of expert ELT textbook writers 从事刻意练习:英语教材编写者的元认知意识

IF 4.1

Journal of Writing Research Pub Date : 2020-02-01 DOI: 10.17239/jowr-2019.11.03.03

D. Atkinson

引用次数: 0

Emergent Stories Written by Children while Coding: How do these Emerge and Are they Valid Compositions? 儿童在编程时写的突发故事:这些故事是如何产生的，它们是有效的作品吗?

IF 4.1

Journal of Writing Research Pub Date : 2019-10-01 DOI: 10.17239/jowr-2019.11.02.02

C. Price, Ruth Price-Mohr

{"title":"Emergent Stories Written by Children while Coding: How do these Emerge and Are they Valid Compositions?","authors":"C. Price, Ruth Price-Mohr","doi":"10.17239/jowr-2019.11.02.02","DOIUrl":"https://doi.org/10.17239/jowr-2019.11.02.02","url":null,"abstract":"This paper extends our research into a novel Story-Writing-Coding engine, where Primary School children produce animated stories through writing computer code. We first discuss the theoretical basis of our engine design, drawing on Systemic Functional Grammar, embodied cognition and perceived animacy. This design aims to help children draw on the appearances of characters, props and scenery to evoke linguistic constructs leading to the emergence of stories. The second part of this paper reports on an empirical study where we aim to answer two research questions. First can compositions so produced be seen as valid compositions? To answer this question we conducted a linguistic analysis of coded stories and those written in an English classroom, and also using teacher ratings of these stories. Results indicate that while there are no significant linguistic differences between coded and English stories, coded stories are impoverished and should be seen as a first-draft to be revised in the English classroom. The second question was to probe our observation that while coding, children spontaneously told stories. Here we draw upon theories of embodied cognition and of perceived animacy. Our analysis suggests that these theories, taken together, help to explain the spontaneous emergence of stories.","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":"46846374","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

Using human judgments to examine the validity of automated grammar, syntax, and mechanical errors in writing 使用人类判断来检查写作中自动语法、句法和机械错误的有效性

IF 4.1

Journal of Writing Research Pub Date : 2019-10-01 DOI: 10.17239/jowr-2019.11.02.01

S. Crossley

{"title":"Using human judgments to examine the validity of automated grammar, syntax, and mechanical errors in writing","authors":"S. Crossley","doi":"10.17239/jowr-2019.11.02.01","DOIUrl":"https://doi.org/10.17239/jowr-2019.11.02.01","url":null,"abstract":"This study introduces GAMET, which was developed to help writing researchers examine the types and percentages of structural and mechanical errors in texts. GAMET is a desktop application that expands LanguageTool v3.2 through a user-friendly, graphic user interface that affords the automatic assessment of writing samples for structural and mechanical errors. GAMET is freely available, works on a variety of operating systems, affords document batch processing, and groups errors into a number of structural and mechanical error categories. This study also tests LanguageTool’s validity using hand-coded assessment for accuracy and meaningfulness on first language (L1) and second language (L2) writing corpora. The study also examines how well LanguageTool replicates human coding of structural and mechanical errors in an L1 corpus as well as assesses associations between GAMET and human ratings of essay quality. Results indicate that LanguageTool can be used to successful locate errors within text. However, while the accuracy of LanguageTool is high, the recall of errors is low, especially in terms of punctuation errors. Nevertheless, the errors coded by LanguageTool show significant correlations with human ratings of writing and grammar and mechanics errors. Overall, the results indicate that while LanguageTool fails to flag a number of errors, the errors flagged provide an accurate profile of the structural and mechanical errors made by writers.","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":"44783938","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: 17

Same goal, different beliefs: Students’ preferences and teachers’ perceptions of feedback on second language writing 相同的目标，不同的信念:学生的偏好和教师对第二语言写作反馈的看法

IF 4.1

Journal of Writing Research Pub Date : 2019-10-01 DOI: 10.17239/jowr-2019.11.02.03

Qiandi Liu, Shinian Wu

引用次数: 5

Assessment of Authorial Voice Strength in L2 Argumentative Written Task Performances: Contributions of Voice Components to Text Quality 第二语言议论文写作任务中作者声音强度的评估:声音成分对文本质量的贡献

IF 4.1

Journal of Writing Research Pub Date : 2019-10-01 DOI: 10.17239/jowr-2019.11.02.04

R. Zabihi, Mehdi Mehrani-Rad, Ali Khodi

引用次数: 7