Written Communication最新文献_第10页

Are Two Voices Better Than One? Comparing Aspects of Text Quality and Authorial Voice in Paired and Independent L2 Writing 两个声音比一个好吗？配对和独立二语写作中文本质量和权威声音的比较

IF 1.9 1区文学

Written Communication Pub Date : 2020-07-13 DOI: 10.1177/0741088320939542

R. Zabihi, M. Bayan

{"title":"Are Two Voices Better Than One? Comparing Aspects of Text Quality and Authorial Voice in Paired and Independent L2 Writing","authors":"R. Zabihi, M. Bayan","doi":"10.1177/0741088320939542","DOIUrl":"https://doi.org/10.1177/0741088320939542","url":null,"abstract":"Research has shown that collaboratively produced texts are better in quality compared with individually written texts. However, no study has considered the role of collaboration in authorial voice, which is an essential element in current writing curricula. This study analyzes the effects of collaborative task performance in the quality of L2 learners’ argumentative texts and in their authorial voice strength. A total of 306 upper-intermediate L2 learners were selected and divided into independent (N = 130) and paired (N = 176) groups. Each learner/pair was asked to write one argumentative text. The quality of writings was determined by a quantitative analysis that included three measures of complexity, accuracy, and fluency (CAF). Participants’ authorial voice strength was assessed by two raters using an analytic voice rubric. Comparison of means revealed that pairs outperformed independent writers in all CAF measures. However, the results for the role of collaboration in authorial voice were mixed: While pairs were more successful than independent writers in manifesting their ideational voice, independent writers outperformed pairs with regard to affective and presence voice dimensions and holistic voice scores. The article concludes that, despite its positive implications for L2 writing, collaborative writing may pose challenges for learners’ authorial stance taking.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0741088320939542","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47063409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Exploring Revisions in Academic Text: Closing the Gap Between Process and Product Approaches in Digital Writing 探索学术文本的修正：缩小数字写作中过程与产品方法的差距

IF 1.9 1区文学

Written Communication Pub Date : 2020-07-01 DOI: 10.1177/0741088320916508

N. Bowen, L. Van Waes

{"title":"Exploring Revisions in Academic Text: Closing the Gap Between Process and Product Approaches in Digital Writing","authors":"N. Bowen, L. Van Waes","doi":"10.1177/0741088320916508","DOIUrl":"https://doi.org/10.1177/0741088320916508","url":null,"abstract":"To date, research into dynamic descriptions of text has focused mainly on the spoken mode; and while writing process research has examined language structures, it has largely ignored the functionality (meaning) inherent in them. Therefore, drawing on systemic functional linguistics (SFL) and keystroke logging software, this article takes a further step toward an interdisciplinary dialogue by outlining a new schematic for coding and analyzing revisions. More specifically, we show how revision activity can be tracked within functional components, across functional components, and across clauses in terms of forward and backward movements. By exploring three digitally constructed texts, which were produced and observed unobtrusively in a natural setting, we have attempted to illustrate how one writer’s revising process can be operationalized in terms of (a) chronological movement (sequence) and (b) spatial movement (location). Findings showed how activity was relatively consistent across datasets with regard to session management, revision frequency, and distribution of revision types. Moreover, results also showed how most revision activity occurred at, or ahead of, the point of inscription, particularly with regard to revising the end of clauses. However, findings also indicated that revising the start of clauses was equally important when considering the size of functional components.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0741088320916508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46151862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Lexical Patterns in Adolescents’ Online Writing: The Impact of Age, Gender, and Education 青少年网络写作中的词汇模式:年龄、性别和教育的影响

IF 1.9 1区文学

Written Communication Pub Date : 2020-05-25 DOI: 10.1177/0741088320917921

Lisa Hilte, Walter Daelemans, R. Vandekerckhove

{"title":"Lexical Patterns in Adolescents’ Online Writing: The Impact of Age, Gender, and Education","authors":"Lisa Hilte, Walter Daelemans, R. Vandekerckhove","doi":"10.1177/0741088320917921","DOIUrl":"https://doi.org/10.1177/0741088320917921","url":null,"abstract":"This article examines the impact of the sociodemographic profile (including age, gender, and educational track) of Flemish adolescents (aged 13–20) on lexical aspects of their informal online discourse. The focus on lexical and more “traditional,” print-based aspects of literacy is meant to complement previous research on sociolinguistic variation with respect to the use of prototypical features of social media writing. Drawing on a corpus of 434,537 social media posts written by 1,384 teenagers, a variety of lexical features and related parameters is examined, including lexical richness, top favorite words, and word length. The analyses reveal a strong common ground among the adolescents with respect to some features but divergent writing practices by different groups of teenagers with regard to other parameters. Furthermore, this study analyzes both standardized versions of social media messages and the original utterances (including nonstandard markers of online writing). Strikingly, different results emerge with respect to adolescents’ exploitation of more traditional versus digital literacy skills in relation to their sociodemographic profile, especially with respect to sentiment expression (verbal versus typographic/pictorial). The study suggests that the inclusion of nonverbal communicative strategies, for instance in language teaching, might be a pedagogical asset, since these strategies are eagerly adopted by teenagers who show proof of less developed traditional writing skills.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0741088320917921","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48784193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework 流派知识的教学与研究：走向一个强化的理论框架

IF 1.9 1区文学

Written Communication Pub Date : 2020-05-22 DOI: 10.1177/0741088320916554

C. Tardy, Bruna Sommer-Farias, J. Gevers

引用次数: 35

Technical Standards and a Theory of Writing as Infrastructure 技术标准与写作基础理论

IF 1.9 1区文学

Written Communication Pub Date : 2020-05-15 DOI: 10.1177/0741088320916553

J. Frith

引用次数: 18

Acknowledgements 致谢

IF 1.9 1区文学

Written Communication Pub Date : 2020-04-01 DOI: 10.1177/0741088320908680

引用次数: 0

A Product- and Process-Oriented Tagset for Revisions in Writing 面向产品和过程的写作修订标签集

IF 1.9 1区文学

Written Communication Pub Date : 2020-03-06 DOI: 10.1177/07410883211052104

Rianne Conijn, E. D. Speltz, Menno van Zaanen, L. Van Waes, E. Chukharev-Hudilainen

{"title":"A Product- and Process-Oriented Tagset for Revisions in Writing","authors":"Rianne Conijn, E. D. Speltz, Menno van Zaanen, L. Van Waes, E. Chukharev-Hudilainen","doi":"10.1177/07410883211052104","DOIUrl":"https://doi.org/10.1177/07410883211052104","url":null,"abstract":"The study of revision has been a topic of interest in writing research over the past decades. Numerous studies have, for instance, shown that learning-to-revise is one of the key competences in writing development. Moreover, several models of revision have been developed, and a variety of taxonomies have been used to measure revision in empirical studies. Current advances in data collection and analysis have made it possible to study revision in increasingly precise detail. The present study aimed to combine previous models and current advances by providing a comprehensive product- and process-oriented tagset of revision. The presented tagset includes properties of external revisions: trigger, orientation, evaluation, action, linguistic domain, spatial location, temporal location, duration, and sequencing. We identified how keystroke logging, screen replays, and eye tracking can be used to extract both manually and automatically extract features related to these properties. As a proof of concept, we demonstrate how this tagset can be used to annotate revisions made by higher education students in various academic tasks. To conclude, we discuss how this tagset forms a scalable basis for studying revision in writing in depth.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45205201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Visual Embodied Actions in Interview-Based Writing Research: A Methodological Argument for Video 访谈写作研究中的视觉体现行为:视频的方法论论证

IF 1.9 1区文学

Written Communication Pub Date : 2020-02-05 DOI: 10.1177/0741088319898864

Andrea R. Olinger

引用次数: 5

Quantifying Disciplinary Voices: An Automated Approach to Interactional Metadiscourse in Successful Student Writing 量化学科声音:成功学生写作中互动元语篇的自动化方法

IF 1.9 1区文学

Written Communication Pub Date : 2020-01-28 DOI: 10.1177/0741088319898672

Hyung-Jo Yoon, U. Römer

{"title":"Quantifying Disciplinary Voices: An Automated Approach to Interactional Metadiscourse in Successful Student Writing","authors":"Hyung-Jo Yoon, U. Römer","doi":"10.1177/0741088319898672","DOIUrl":"https://doi.org/10.1177/0741088319898672","url":null,"abstract":"This article reports on a study that explored cross-disciplinary variation in the use of metadiscourse markers in advanced-level student writing, put forward as a realistic target for novice writers. Starting from the stance and engagement categories included in Hyland’s model, we first conducted a comprehensive quantitative analysis of interactional metadiscourse across disciplines. For this analysis, we used an automated processing tool that generates quantity scores for each metadiscourse category. We then carried out a detailed qualitative analysis of selected items that contributed significantly to these category scores. The data for our analyses come from a corpus of 829 student papers from 16 different disciplines. The results showed notable differences in students’ use of metadiscourse features across academic divisions and disciplines. We suggest that this offers evidence of advanced students’ ability to express interactional strategies that are in line with disciplinary expectations. We also found, however, that disciplines that fall into the same academic division were not necessarily similar in their use of interactional metadiscourse, which calls into question the usefulness of existing disciplinary groupings. The findings of this study offer insights into how to build an appropriate writerly stance in different academic communities.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0741088319898672","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47338975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 25

Inventing Others in Digital Written Communication: Intercultural Encounters on the U.S.-Mexico Border 在数字书面交流中发明他人:美墨边境的跨文化接触

IF 1.9 1区文学

Written Communication Pub Date : 2020-01-24 DOI: 10.1177/0741088319899908

Beau S. Pihlaja

{"title":"Inventing Others in Digital Written Communication: Intercultural Encounters on the U.S.-Mexico Border","authors":"Beau S. Pihlaja","doi":"10.1177/0741088319899908","DOIUrl":"https://doi.org/10.1177/0741088319899908","url":null,"abstract":"At a multinational company, daily written communication between staff, supervisors, customers, and suppliers is frequently conducted using digital tools (e.g., emails, smartphones, and texting applications) often across multiple nationally, linguistically, and conceptually defined borders. Determining digital tools’ impact on intercultural encounters in professional environments like these is difficult but important given the sheer volume of digital contact in technical and professional environments and the ongoing global struggle to broker peace and productivity amid communities’ many perceived differences. Using examples drawn from a case study of binational manufacturing sister companies, I build on recent work in professional, networked written communication to analyze two WhatsApp exchanges, one between a central study participant and his customer, another between the participant and an employee. This study shows how asynchronous digital communication tools created complex “silences” in writing between participants. In these silences (e.g., a lack of or delayed response to a text) individuals try to explain others’ actions for themselves. Drawing on a combination of third-generation activity theory and Latourian actor-network theory, I show that while explaining others’ actions in writing with whatever cultural shorthand is available may remain a common part of everyday life and research, it can be a poor guide for explaining others’ actions, especially in digital writing. My study shows how research of, and instruction in, digital tool use in intercultural writing contexts requires attention to the material conditions and objectives potentially shaping one’s own as well as others’ composition choices.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0741088319899908","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46440382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4