Journal of Writing Research最新文献_第7页

Metacognitive Instruction for Peer Review Interaction in L2 Writing 第二语言写作中同伴评议互动的元认知指导

IF 4.1

Journal of Writing Research Pub Date : 2019-10-01 DOI: 10.17239/jowr-2019.11.02.05

G. Bui, A. Kong

引用次数: 24

English as a foreign language writers’ metacognitive strategy knowledge of writing and their writing performance in multimedia environments 英语写作的元认知策略知识及其在多媒体环境下的写作表现

IF 4.1

Journal of Writing Research Pub Date : 2019-09-01 DOI: 10.17239/jowr-2019.11.02.06

LT Qin, J. Zhang

引用次数: 27

Book review: Observing writing: Insights from keystroke logging and handwriting 书评：观察写作：从击键记录和手写中的见解

IF 4.1

Journal of Writing Research Pub Date : 2019-06-03 DOI: 10.17239/JOWR-2019.11.01.08

Andreia Nunes, S. Castro

引用次数: 9

Textual Mediation in Simulated Nursing Handoffs: Examining How Student Writing Coordinates Action 模拟护理讲义中的语篇中介：考察学生写作如何协调动作

IF 4.1

Journal of Writing Research Pub Date : 2019-06-01 DOI: 10.17239/JOWR-2019.11.01.03

L. Campbell

{"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}

引用次数: 1

Writing to Learn Increases Long-term Memory Consolidation: A Mental-chronometry and Computational-modeling Study of “Epistemic Writing” 写作学习增加长期记忆巩固：“认知写作”的心理计时和计算建模研究

IF 4.1

Journal of Writing Research Pub Date : 2019-06-01 DOI: 10.17239/JOWR-2019.11.01.07

Angelica M Silva, R. Limongi

引用次数: 8

Session Notes as a Professionalization Tool for Writing Center Staff: Conducting Discourse Analysis to Determine Training Efficacy and Tutor Growth 会话笔记作为写作中心工作人员的专业化工具：进行话语分析以确定培训效果和导师成长

IF 4.1

Journal of Writing Research Pub Date : 2019-06-01 DOI: 10.17239/JOWR-2019.11.01.05

G. Giaimo, Samantha J. Turner

引用次数: 3

Dialog as a Bridge to Argumentative Writing 对话是议论文写作的桥梁

IF 4.1

Journal of Writing Research Pub Date : 2019-06-01 DOI: 10.17239/JOWR-2019.11.01.04

Yuchen Shi, F. Matos, D. Kuhn

引用次数: 27

Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature 参与挪用作为学术写作自我调节的途径——以三位文学学士论文作者为例

IF 4.1

Journal of Writing Research Pub Date : 2019-06-01 DOI: 10.17239/JOWR-2019.11.01.01

Raffaella Negretti, Špela Mežek

{"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}

引用次数: 10

A Critical Review of the Logics of Inquiry in Studies of Early Writing Development 早期写作发展研究中的探究逻辑述评

IF 4.1

Journal of Writing Research Pub Date : 2019-06-01 DOI: 10.17239/JOWR-2019.11.01.02

S. Harmey, I. Wilkinson

{"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}

引用次数: 2

Soaring to Successful Synthesis Writing 迈向成功的综合写作

IF 4.1

Journal of Writing Research Pub Date : 2019-06-01 DOI: 10.17239/JOWR-2019.11.01.06

Linlin Luo, Kenneth A. Kiewra

引用次数: 9