Multimodality in Writing attempts to generate and apply new theories, disciplines and methods to account for semiotic processes in texts and during text production. It thus showcases new directions in multimodal research and theorizing writing practices from a multimodal perspective. It explores texts, producers of texts, and readers of texts. It also focuses on teaching multimodal text production and writing pedagogy from different domains and disciplines, such as rhetoric and writing composition, architecture, mathematics, film-making, science and the newsroom.

Multimodality in Writing explores the kinds of methodological approaches that can augment social semiotic approaches to analyzing and teaching writing, including rhetoric, Systemic Functional Linguistics, ethnographic approaches, and genre pedagogy. Much of the research shows how the regularities of modes and interest of sign makers are socially shaped to realize convention. Because of this, the approaches are strongly underpinned by social and cultural theories of representation and communication.

Soon...

Learning and Teaching Writing Online: Strategies for Success takes a fresh look at the challenge of supporting writers online, and reports on research from around the world to offer a range of learning and teaching strategies. The main themes are feedback in online environments, collaboration through online environments, and course design for online environments.This book is designed for higher education practitioners who are interested in exploring pedagogic approaches for giving feedback and supporting collaborative writing online. It will also appeal to researchers of writing development and technology enhanced learning.

Front Matter
Introductory Chapter. Learning and Teaching Writing Online

Collaborative Writing Online: Unravelling the Feedback Process

Automated Feedback in a Blended Learning Environment: Student Experience and Development

Singular Asynchronous Writing Tutorials: A Pedagogy of Text-Bound Dialogue

Learning to Think and Write Together: Collaborative Synthesis Writing, Supported by a Script and a Video-based Model

Online Collaborative Writing as a Learning Tool in Higher Education

Free-writing Reprogrammed: Adapting Free-writing to Online Writing Courses

The Experience of an Online University Course for Learning Written Communication Skills in ICT Studies

Engaging Students in Online Learning Environments for Success in Academic Writing in the Disciplines

Interrogating Online Writing Instruction

Writing Pedagogy in Online Settings—A Widening of Dialogic Space?

Indexes

Writing as a learning activity offers an account of the potentials of writing as a tool for learning. Four aspects of writing emerge particularly clearly through the chapters. First, writing to learn depends on the cognitive strategies of the writer; instruction in such strategies contributes significantly to the ability to use writing as a learning tool. Secondly, strategies for writing and reasoning are largely specific to academic disciplines. Thirdly, writing is not, as traditionally conceived, only an individual ability, but also an activity that is social. It is a collaborative practice facilitated by representational tools-- books, computer, notes, schemata, drawings, etc. – by which knowledge is acquired, organized, and transformed at various levels of complexity. Fourthly, writing is a productive activity, exemplified by the varied and positive effects of writing on learning different subjects at various educational levels.

Front Matter
New Directions in Writing as a Learning Activity

Writing to Argue: Writing as a Tool for Oral and Written Argumentation

Writing as a Vocabulary Learning Tool

Supportive Writing Assignments for Less Skilled Writers in the Mathematics Classroom

Writing to Engage Students in Historical Reasoning

Writing to Learn from Multiple-Source Inquiry Activities in History

Strategy Instruction in Writing in Academic Disciplines

Writing a Synthesis from Multiple Sources as a Learning Activity

Summary Writing as a Tool for Improving the Comprehension of Expository Texts: An
Intervention Study in a Primary School

Moving from “Fuzziness” to Canonical Knowledge: The Role of Writing in Developing Cognitive and Representational Resources

Writing about Reading to Advance Thinking: A Study in Situated Cognitive Development

University Students’ Knowledge Construction during Face to Face Collaborative Writing

Knowledge Construction in Collaborative Science Writing: Strategic Simplicity, Distributed Complexity, and Explanatory Sophistication

References
Indexes

This volume provides a state-of-the-art overview of theory, methodology and practices in the assessment of writing. The focus throughout the book is on the construct of writing and its assessment: what constitutes writing ability and how can it be defined (in various contexts)? This question cannot be answered without looking into the methodological question of how to validate and measure the construct of writing ability. Throughout the book, therefore, discussions integrate theoretical and methodological issues. A number of chapters discusses whether varying definitions and varying operationalizations of writing ability are needed in various contexts, such as formative assessments versus summative assessments, large scale assessments versus individual assessments, different tasks, different genres, and different languages, but also different age groups. A range of rating methods is investigated and discussed in this book. The ongoing debate on holistic versus analytic ratings, and the different underlying conceptions of writing proficiency, is a pertinent matter, on which a number of chapters in this volume shed new light. The matter is discussed and analyzed from various angles, such as generalizability of judgements and usability in formative contexts. Another fundamental debate concerns computer scoring of written products. A nuanced discussion of its validity is presented in this volume.

List of Contributors
Introduction

1. The Validity and Generalizability of Writing Scores: The Effect of Rater, Task and Language
R. Schoonen

2. Generalizability of Text Quality Scores
H. van den Bergh, S. De Maeyer, D. van Weijen, & M. Tillema

3. Advantages and Disadvantages of Different Text Coding Procedures for Research and Practice in a School Context
A. Neumann

4. Examining the Validity of Single-Occasion, Single-Genre, Holistically Scored Writing Assessments
N. G. Olinghouse, T. Santangelo, & J. Wilson

5. Combining Score and Text Analyses to Examine Task Equivalence in Writing Assessments
K. Barkaoui, & I. Knouzi

6. Raters’ Perceptions of Textual Borrowing in Integrated Writing Tasks
S. C.Weigle, & M. Montee

7. Computer Scoring and Quality of Thought in Assessing Writing
D. McCurry

8. Challenges of Using Automated Essay Evaluation Software for Assessing Multimodal Writing
C. Whithaus

References
Author Index
Subject Index
List of Volumes

Service-learning and Writing: Paving the Way for Literacy(ies) through Community Engagement discusses service-learning as a teaching and learning method and its integration with writing. The various authors, from different disciplines and institutions, present service-learning as a means of having students practice writing in real world settings, and they show how relationship-building and partnerships between higher education and diverse communities produce benefits for all involved - the students, faculty, administrators, and the communities themselves. This volume demonstrates how writing instruction and/or writing practice can complement community engagement and outreach at local, national, and international contexts. Through different cross-cultural contexts and academic disciplines, the various authors explore reflection, assessment, internalization, diversity, and multiple literacies and their importance when integrating service-learning in higher education and community literacy.

List of Contributors
Introduction: Service-Learning: Engaging Writers with Their Communities
I. Baca

1. Bridging Classroom and Community: An Approach to Doing Service-Learning in the Writing Classroom
A. Webb

2. Community and Client Partnerships for Students Writing About Science: Exploiting a Situated Rhetorical Context
K. Kiefer

3. Team Writing for the Community: Literacies Developed in a Service-Learning Context
K. P. Alexander, & B. Powell

4. Why Are You Making Me Do This? An Examination of Student Attitudes Toward Writing with the Community Service-Learning Projects
S. Garza

5. Writing While Participating: Incorporating Ethnography in Service-Learning Across the Curriculum
G. G. Núñez

6. Service-Learning with Transnational Students in Cross-Cultural Contexts: A Case Study on the U.S.–Me´xico Border
J. Munter, E. Mein, & C. Urista

7. Finding a Shared Path: Journal Writing, Reciprocity, and International Service-Learning
R. Westrup, & P. Bamber

8. Composing Cognition: The Role of Written Reflections in Service-Learning
J. M. Dubinsky, M. Welch, & A. J. Wurr

9. Assessing Adaptive Transfer in Community-Based Writing
M.-J. DePalma

10. The ‘‘New Discourse City’’ of Older Writers: Aging and Disability as Assets to Collaborative Learning
S. K. Rumsey, R. E. Ray, L. M. Bowen, & D. Hillard

Afterword: Community Writing Pedagogies in the Spirit of the New Mestiza
T. Deans

References
Author Index
Subject Index
List of Volumes

Service-learning and Writing: Paving the Way for Literacy(ies) through Community Engagement discusses service-learning as a teaching and learning method and its integration with writing. The various authors, from different disciplines and institutions, present service-learning as a means of having students practice writing in real world settings, and they show how relationship-building and partnerships between higher education and diverse communities produce benefits for all involved - the students, faculty, administrators, and the communities themselves. This volume demonstrates how writing instruction and/or writing practice can complement community engagement and outreach at local, national, and international contexts. Through different cross-cultural contexts and academic disciplines, the various authors explore reflection, assessment, internalization, diversity, and multiple literacies and their importance when integrating service-learning in higher education and community literacy.

Foreword: Writing as a Societal Question in Europe
D. Alamargot

Introduction: Why We Need Writing Research

SECTION 1: WRITING DEVELOPMENT
1.1. Introduction: Writing Development
L. Tolchinsky

1.2. Early Development of Handwriting Motor Skills
O. S. Vilageliu, S. Kandel, & M. A. Aznar

1.3. Effects of Orthographic Consistency on Children’s Spelling Development
M.-C. Hazard, B. De Cara, & L. Chanquoy

1.4. Acquisition of Spelling Skills with Regard to the Norwegian Language
A. Skaathun, & P. H. Uppstad

1.5. The Impact of Open and Closed Vowels on the Evolution of Pre-School Children’s Writing
C. Silva, & M. Alves

1.6. Copying Ability in Primary School: A Working Memory Approach
C. Weinzierl, J. Grabowski, & M. Schmitt

1.7. Acquisition of Linearization in Writing, from Grades 5 to 9
L. Beauvais, M. Favart, J.-M. Passerault, & T. Olive

1.8. Construct-Relevant or Construct-Irrelevant Variance in Measures of Reading?
O. J. Solheim, & P. H. Uppstad

1.9. Studying Written Language Development in Different Contexts, Languages and Writing Systems
L. Tolchinsky, & J. Perera

1.10. The Impact of Oral Language Skills on Children’s Production of Written Text
J. Dockrell, V. Connelly, G. Lindsay, & C. Mackie

1.11. The Development of Written Language in Children with Language Impairment
J. Reilly, J. O’Hara, D. Woolpert, N. Salas, B. Wulfeck, & L. Tolchinsky

1.12. Improving Anaphoric Cohesion in Deaf Students’ Writing
B. Arfe, P. Boscolo, & S. Sacilotto

SECTION 2: LEARNING AND TEACHING WRITING
2.1. Introduction: Teaching and Learning Writing
M. Castelló, & O. Kruse

Subsection 2.1: Writing Instruction
2.1.1. Implementation of Self-Regulated Writing Strategies in Elementary Classes
S. Budde

2.1.2. Evaluating Cognitive Self-Regulation Instruction for Developing Students’ Writing Competence
R. Fidalgo, M. Torrance, P. Robledo, & J.-N. García

2.1.3. Are Help Levels Effective in Textual Revision?
O. Arias-Gundín, & J.-N. García

2.1.4. A Spanish Research Line Focused on the Improvement of Writing Composition in Students With and Without LD
J.-N. Garcia, & E. Garcia-Martín

2.1.5. Results of Writing Products After a Motivational Intervention Programme According to Students’ Motivational Levels
A. M. de Caso, & J.-N. García

2.1.6. Can Different Instructional Programmes Achieve Different Results on Students’ Writing Attitudes and Writing Self-Efficacy?
A. M. de Caso, & J.-N. García

2.1.7. Enhancing Writing Self-Efficacy Beliefs of Students With Learning Disabilities Improves Their Writing Processes and Writing Products
A. M. de Caso, & J.-N. García

2.1.8. Comparative Studies of Strategy and Self-Regulated Interventions in Students With Learning Disabilities
R. Fidalgo, & J.-N. García

2.1.9. Instructional and Developmental Online Approaches of Writing Composition in Students With and Without Learning Disabilities
J.-N. García, M.-L. Álvarez, C. Díez, & P. Robledo

2.1.10. Effective Characteristics of Intervention Programmes Focused on Writing and Agenda
J.-N. Garcia, & E. García-Martín

2.1.11. Improving Struggling Writers via Digital Recordings
M. Mossige, & P. H. Uppstad

2.1.12. Non-Fiction Writing in Lower Secondary School
A. Håland

2.1.13. Observational Learning in Argumentative Writing
M. Braaksma, G. Rijlaarsdam, & H. van den Bergh

2.1.14. Hypertext Writing: Learning and Transfer Effects
M. Braaksma, G Rijlaarsdam, & H. van den Bergh

2.1.15. Effective Instructional Strategies in Collaborative Revision in EFL: Two Empirical Studies
E. van Steendam, G. Rijlaarsdam, L. Sercu, & H. van den Bergh

2.1.16. Tutoring the End-of-Studies Dissertation: Helping Psychology Students Find Their Personal Voice When Revising Academic Texts
M. Castelló, A. Iñesta, M. Pardo, E. Liesa, & R. Martínez-Fernández

2.1.17. Learning Philosophy by Writing in a Community of Learning
M. Corcelles, & M. Castelló

2.1.18. Improving Students’ Academic Writing: The Results of Two Empirical Projects
H. Gruber, B. Huemer, & M. Rheindorf

2.1.19. Classroom Teaching of Writing Throughout Schooling
L. A. Pereira, I. Cardoso, & M. J. Loureiro

2.1.20. Teaching Reading and Writing to Learn in Primary Education
I. Martínez, E. Martín, & M. Mateos

2.1.21. Effects of Being a Reader and Observing Readers on Argumentative Writing
N. S. Moore, & C. A. MacArthur

2.1.22. Writing and Text Genre Acquisition Among 4- to 8-Year-Old Icelandic Children
R. Oddsdóttir, F. Birgisdóttir, & H. Ragnarsdóttir

2.1.23. Parental Intervention in Improving Children’s Writing and Their Achievement
P. Robledo, & J.-N. García

2.1.24. Supporting Children in Improving Their Presentation of School Reports
H. van der Meij

Subsection 2.2: Learners’ Writing Processes
2.2.1. Explaining Knowledge Change Through Writing
V. Baaijen, D. Galbraith, & K. de Glopper

2.2.2. Patterns of Meta-Cognitive Processing During Writing: Variation According to Reported Writing Profile
M. Tillema, H. van den Bergh, G. Rijlaarsdam, & T. Sanders

2.2.3. Formulating Activities in L1 and L2 and Their Relation With Text Quality
D. van Weijen, M. Tillema, & H. van den Bergh

2.2.4. Relationship Between Text Quality and Management of the Writing Processes
C. Beauvais, T. Olive, & J.-M. Passerault

2.2.5. Spanish Children’s Use of Writing Strategies When Composing Texts in English as a Foreign Language
J. M. C. Ferrer, S. L. Serrano, & J. R. de Larios

2.2.6. The Effects of Dyslexia on the Writing Processes of Students in Higher Education
D. Galbraith, V. Baaijen, J. Smith-Spark, & M. Torrance

2.2.7. Subcomponents of Writing Literacy: Diagnosis and Didactical Support
J. Grabowski, M. Becker-Mrotzek, M. Knopp, N. Nachtwei, C. Weinzierl, J. Jost, &
M. Schmitt

2.2.8. What Expert Writers Do When They Don’t Solve Problems? Literate Expertise Revisited
A. Skaftun, & P. H. Uppstad

2.2.9. Effects of Creative Writing on Students’ Literary Response
T. Janssen

2.2.10. Writing Summaries and Syntheses to Learn in Secondary and Higher Education
I. Sole, M. Miras, M. Gràcia, N. Castells, S. Espino, M. Mateos, E. Martín, I. Cuevas, & R. Villalón

Subsection 2.3: Text Assessment
2.3.1. CEFLING: Combining Second Language Acquisition and Testing Approaches to Writing
M. Martin, R. Alanen, A. Huhta, P. Kalaja, K. Mäntylä, M. Tarnanen, & Å. Palviainen

2.3.2. Designing and Assessing L2 Writing Tasks Across CEFR Proficiency Levels
R. Alanen, A. Huhta, M. Martin, M. Tarnanen, K. Mäntylä, P. Kalaja, & Å. Palviainen

2.3.3. What Is ‘Improvement’ in L2 French Writing?
C. Gunnarsson

2.3.4. DESI — Text Production
A. Neumann

2.3.5. Indicator Model of Students’ Writing Skills (IMOSS)
A. Neumann, & S. Weinhold

2.3.6. Assessment of Written Proficiency: Finnish-Speaking University Students Writing in Swedish
Å. Palviainen

2.3.7. Development of Written and Spoken Narratives and Expositories in Icelandic
H. Ragnarsdóttir

Subsection 2.4: Learner and Teacher Variables
2.4.1. What Do Portuguese University Students Say About Their Writing in Exams?
J. B. Carvalho

2.4.2. The Impact of Educational Experiences on Writing Processes and Products
F. N. Conesa

2.4.3. Taking and Using Notes and Learning Approach in University Students
S. Espino, & M. Miras

2.4.4. The Effect of Beliefs on Writing Synthesis from Multiple Texts
M. Mateos, I. Cuevas, E. Martín, A. Martín, M. Luna, G. Echeita, M. Miras, I. Solé,
N. Castells, S. Espino, & M. Minguela

2.4.5. The Dynamics of Writing Beliefs and Composing Strategies
F. N. Conesa

2.4.6. Does the Quality of Teaching Determine Students’ Achievement in Writing?
D.-I. Pacheco-Sanz, J.-N. Garcia, & C. Díez

2.4.7. Perspective Taking: A Prerequisite of Communicative Writing
M. Schmitt, & J. Grabowski

2.4.8. Development of Fluency in First and Foreign Language Writing
E. Lindgren, K. Sullivan, & K. S. Miller

2.4.9. Writing Counter to Personal Opinion: Can Advanced Communication Students Set Aside Their Own Understanding of a Field?
D. Alamargot, & C. Beaudet

2.4.10. Peer Interaction in Students With/Without Learning Disabilities in Writing (LD, NLD and ADHD)
C. Díez, D.-I. Pacheco-Snaz, & J.-N. García

Subsection 2.5: Genre in Educational Contexts
2.5.1. Academic Genres in French Humanities
I. Delcambre, & C. Donahue

2.5.2. Comparing Genres of Academic Writing: Abstracts and Summaries
C. Ilie

2.5.3. Writing Cultures and Student Mobility
O. Kruse

2.05.04. Students’ Conceptions About Academic Writing
R. Villalón, & M. Mateos

SECTION 3: DOCUMENT DESIGN
3.1. Introduction: Design of Written Professional Documents
F. Ganier

3.2. Four Characteristics of Procedural Texts
F. Ganier

3.3. The Anatomy of Procedural Instructions
M. Steehouder

3.4. Some Constraints on the Processing of Procedural Instructions
F. Ganier

3.5. Textual Motivational Elements in Cell Phone User Instructions
N. Loorbach, & J. Karreman

3.6. Enhancing the Design of Instructions for Use: A Contribution of Cognitive Psychology
F. Ganier

3.7. Writing Easy-to-Read Documents for People With Intellectual Disabilities
R. I. Madrid, V. Ávila, I. Fajardo, & A. Ferrer

3.8. Reading Strategies and Cognitive Load: Implications for the Design of Hypertext Documents
R. I. Madrid, J. J. Cañas, & H. van Oostendorp

3.9 Designing Multimedia Documents for the Workplace
P. Wright

3.10. Ide´e Suisse: Language Policy and Writing Practice of Public Service Media Journalists
D. Perrin, M. Burger, M. Fürer, A. Gnach, M. Schanne, & V. Wyss

SECTION 4: TOOLS FOR STUDYING AND SUPPORTING WRITING
4. 1. Introduction: Tools for Studying and Supporting Writing: Technological Advances in Writing Research
L. van Waes, & A. Mangen

4.2. Eye and Pen: A Device to Assess the Temporal Course of Writing Production — Three Studies
D. Alamargot

4.3. EyeWrite — A Tool for Recording Writers’ Eye Movements
M. Torrance

4.4. Reading During Text Production
R. Johansson, V. Johansson, Å. Wengelin, & K. Holmqvist

4.5. Inputlog 4.0: Keystroke Logging in Writing Research
M. Leijten, & L. van Waes

4.6. Fluency in Second-Language and in Mother-Tongue Writing Processes
M. Mutta

4.7. Handwriting versus Typewriting: Behavioural and Cerebral Consequences in Letter Recognition
J.-L. Velay, & M. Longcamp

4.8. Text Production in Handwriting versus Computer Typing
R. Johansson, V. Johansson, & Å. Wengelin

4.9. The Visual Writer
G. H. O. Oxborough

4.10. Computer Capture of Writing Under Keyboard and Handwriting Conditions
K. S. Miller

4.11. Memory for Word Location: Studies in Writing
N. le Bigot, J.-M. Passerault, & T. Olive

4.12. Writing with PowerPoint
G. Paoletti

4.13. Modelling Writing Phases
D. Perrin, & M. Wildi

4.14. Design of an Open Corpus and Computer Tool for Writing Development and Instruction among 8 to 16 Years Old Students With and Without Learning Disabilities
E. García-Martín, & J.-N. García

4.15. Developing Writing Through Observation of Writing Processes Using Keystroke Logging
E. Lindgren, & K. Sullivan

4.16. The Haptics of Writing: Cross-Disciplinary Explorations of the Impact of Writing Technologies on the Cognitive-Sensorimotor Processes Involved in Writing
A. Mangen, & J.-L. Velay

Author Index
Subject Index
List of Volumes

University Writing: Selves and Texts in Academic Societies examines new trends in the different theoretical perspectives (cognitive, social and cultural) and derived practices in the activity of writing in higher education. These perspectives are analyzed on the basis of their conceptualization of the object - academic and scientific writing; of the writers - their identities, attitudes and perspectives, be it students, teachers or researchers; and of the derived instructional practices - the ways in which the teaching-learning situations may be organized. The volume samples writing research traditions and perspectives both in Europe and the United States, working on their situated nature and avoiding easy or superficial comparisons in order to enlarge our understanding of common problems and some emerging possibilities. In addition, the volume promotes a dialogue between these perspectives and traditions and, by addressing the identified needs and unsolved questions, bridges gaps and move forward in our knowledge regarding academic writing activities in higher education settings.

Introduction
M. Castelló, & C. Donahue

List of Contributors

Section I: Academic Writing and Writers: Frames in Conversation
1. Academic and Scientific Texts: The Same or Different Communities?
D. R. Russell, & V. Cortes

2. Academic Enculturation: Developing Literate Practices and Disciplinary Identities
P. Prior, & R. Bilbro

3. Academic Writing and Authorial Voice
N. Nelson, & M. Castelló

4. Undergraduate Students’ Conceptions and Beliefs about Academic Writing
M. Mateos, & I. Solé

Section II: Writers' Knowledge and Practices in Evolving Academic Contexts
5. Students' and Tutors' Understanding of ‘New’ Academic Literacy Practices
A. Robinson-Pant, & B. Street

6. New Genres in the Academy: Issues of Practice, Meaning Making and Identity
M. R. Lea

7. Enunciative Strategies and Expertise Levels in Academic Writing: How Do Writers Manage Point of View and Sources?
F. Rinck, & F. Boch

8. Academic Writing Activity: Student Writing in Transition
I. Delcambre, & C. Donahue

9. Writing Cultures and Genres in European Higher Education
M. Chitez, & O. Kruse

Section III: Research about Writing from a Teaching and Learning Perspective: Fostering the Development of Identities and Attitudes
10. Texts as Artifacts-in-Activity: Developing Authorial Identity and Academic Voice in Writing Academic Research Papers
M. Castelló, & A. Iñesta

11. Multivoiced Classrooms in Higher Education Academic Writing
O. Dysthe

12. Helping Doctoral Students of Education to Face Writing and Emotional Challenges in Identity Transition
P. Carlino

13. Facilitated Immersion at a Distance in Second Language Scientific Writing
C. Bazerman, N. Keranen, & F. E. Prudencio

References
Author Index
Subject Index
List of Volumes

Writing as a medium of professional help and healing in the various interventional tiers of self-help, education, promotion, prevention, and psychotherapy, and rehabilitation has expanded exponentially since the introduction of computers and the Internet in the last generation. This volume does three things. Firstly, it brings together research on different types of writing and distance writing that have been, or need to be, used by mental health professionals. Secondly, it critically evaluates the therapeutic effectiveness of these writing practices, such as automatic writing, programmed writing poetry therapy, diaries, expressive writing and more. And thirdly, in addition to evaluating the effectiveness of various writing practices, the volume will examine how research-based writing approaches will influence the delivery of mental health services now and in the future, including the implications of these approaches.

Preface
Luciano L'Abate, Laura G. Sweeney
List of Contributors

Part I: Backgrounds for Writing Approaches
1. The Role of Writing in Mental Health Research
L. G. Sweeney, & L. L'Abate

2. Writing in Physical and Concomitant Mental Illness: Biological Underpinnings and Applications for Practice
B. Stockdale

Part II: Specific Writing Approaches
3. Autobiographies
L. Ressler, & L. L'Abate

4 Diaries
T. Mackrill

5. Bibliotherapy
D. McCulliss

6. The Expressive Writing Method
J. L. Baddeley, & J. W. Pennebaker

7. Poetry Therapy
D. McCulliss

8. Programmed Writing
L. L'Abate

Part III: An Unacceptable Writing Approach
9. Automatic Writing
L. G. Sweeney

10. Epilogue: Distance Writing as the Preferred Medium of Help and Healing in the 21st Century
L. L'Abate, & L. G. Sweeney

References
Index
List of Volumes

This volume aims to provide insights into the process of knowledge construction in EFL/ESL writing - from classrooms to research sites, from the dilemmas and risks NNEST student writers experience in the pursuit of true agency to the confusions and conflicts academics experience in their own writing practices. Knowledge construction as discussed in this volume is discussed from individualist, collectivist, cross-cultural, methodological, pedagogical, educational, sociocultural and political perspectives. The volume features a diverse array of methodologies and perspectives to sift, problematise, interrogate and challenge current practice and prevailing writing and publishing subcultures; and most importantly, it does so by presenting to readers that writing for publications should genuinely be for knowledge development and should not be restricted to only the considered 'knower of the game'. In this spirit, this volume wishes to break new ground and open up fresh avenues for exploration, reflection, knowledge construction, and evolving voices.

Problematizing and Enriching Writing Academic English: An Introduction
P. le Ha, B. Baurain

Notes on Contributors

I. Pedagogical and Psychological Journeys
1. Crafting New Possibilities for Self: The Ethics of Teaching Creative Writing in EFL
R. Viete

2. The Writing and Culture Nexus: Writers’ Comparisons of Vietnamese and English Academic Writing
P. le Ha

3. Chinese Postgraduate Students Learning to Write in English: Toward an Understanding of L2 Academic Writing
M. Wang

4. Turning the Spotlight to International Students’ Internal Negotiations: Critical Thinking in Academic Writing
L. T. Tran

5. Staff Perceptions about the Role of Writing in Developing Critical Thinking in Business Students
D. B. Hang

6. “I Pain, I Gain”: Self-Assessment in a Chinese University Academic Writing Course
P. McPherron

II. Moral and Political Explorations
7. Cross-Cultural Moral Explorations in Plagiarism
B. Baurain

8. Beyond the Accusation of Plagiarism
Q. Gu, & A. J. Brooks

9. Plagiarism, Intertextuality and the Politics of Knowledge, Identity and Textual Ownership in Undergraduate ESL/EFL Students’ Academic Writing
C. Thompson

10. Developed World Influences on ESL/EFL Writing Situations: Differentiating Realities from Fantasies
J. Mukundan

11. Walking the Tightrope: An Inquiry into English for Academic Purposes
M. Piscioneri

Afterword: Crossing Cultures in an Unequal Global Order: Voicing and Agency in Academic Writing in English,
T. Ruanni, & F. Tupas

List of Volumes

This title is divided into three parts, the first of which provides a linguistic definition of professional documents, describing their different types and genres. This definition necessarily takes into account both the formal characteristics of these types of document (e.g. nature of linguistic units involved) and their functional goals (the way these linguistic units are used to fulfill the text's communicative aim). The second part focuses on the mental mechanisms involved in written production in the workplace. One of the aims of a professional writer is to compose a text which can be understood. Text composition involves specific processes and strategies that can be enhanced. One way of doing this is to give the writer suitable instructions, while another is to provide him/her with a suitable writing environment. This last aspect leads us to devote the third and final section to the comprehension of written documents in the workplace. Awareness of the strategies implemented by different readers (with more or less domain expertise) in order to understand technical and professional documents can enhance the latter's readability. This title includes contributions from linguists, psychologists and ergonomists from various countries ensure international scope and comprehensiveness. It bridges the gap between fundamental research into writing and reading and the issue of the efficiency of written communication in the workplace. It enables better content creation for professional writers.

Introduction: Written documents in the workplace
J.-M. Cellier, P. Terrier, & D. Alamargot

Section A. Defining professional documents
1. Linguistic markers of semantic and textual relations in technical documents
A. Condamines, & M.-P. Péry-Woodley

2. The design, understanding and usage of pictograms
C. Tijus, J. Barcenilla, B. C. de Lavalette, & J.-G. Meunier

3. Readability and intelligibility of procedural texts: the case of enumeration in legal texts
C. Beaudet, & P. Grant

Section B. Composing documents
4. Considering users and the way they use procedural texts: Come prerequisites for the design of appropriate documents
F. Ganier, & J. Barcenilla

5. Highly effective writers and the role of reading: A cognitive approach to
composing in professional contexts
T. Quinlan, & D. Alamargot

6. Professional editing: Emphasis on the quality of a text and its communicative effectiveness
J. Bisaillon

7. Procedural texts written by children
E. Marti, & M. Garcia-Mila

8. Developing an online writing tutor to improve technical writing skills in engineering and science students
J. R. Hayes, D. M. Bajzek, J. Brooks, B. Reyes, N. Hallinen, & E. R. Steinberg

9. The impact of blogs on professional writing. Speed, reach, engagement, and the art of the self in Web 2.0
D. Starke-Meyerring

10. The Production of Work Instructions in an Industrial Workplace: The Impact of a Functional Writers Work Context on the Outcome of His Activity
V. Barret, I. Clerc, & S. Montreuil

Section C. Understanding documents
11. Situation models and their role in comprehension: the need to study their internal structure
I. Tapiero, &. J. Otero

12. The effects of interaction with the device and text structure on the mental representations derived from the procedure
P. Terrier, V. Diehl, & J. Lemarié

13. Comprehension processes in translation
P. Macizo, & M. T. Bajo

14. How reading strategies affect the comprehension of texts in hypertext systems
I. Madrid, & J. J. Canas

15. Task-guidance systems and procedure context: enabling procedures to enhance worker performance
J. Ockerman

16. Animated documentation: A way of comprehending complex procedural tasks?
R. K. Lowe

17. The impact of cognitively-based design of expository multimedia
H. Narayanan

Writing is central to the functioning of developed societies. However, the psychological processes that allow us to transform complex ideas into language and express them on paper or computer screen are poorly understood. Writing and Cognition goes some way towards remedying this. It describes new and diverse work both by field leaders and by newer researchers exploring the complex relationships between language, the mind, and the environments in which writers work. Chapters range in focus from a detailed analysis of single-word production to the writing of whole texts. They explore the basic processes involved in writing, the effects of writing on thought and how these vary across different educational and workplace contexts: How do student writers differ in how they approach their text? What processes are associated with the transformation of knowledge during writing? How do the writers of press releases balance the demands of message and reader? Where do writers look when they write? Is memory retrieval easier in writing or when speaking? How does dyslexia affect text production? How does writing by speech-input differ from traditional keyboarding? This volume is essential reading for writing researchers. It will also interest educators, linguists, psychologists, psycholinguists, and anyone who wants to find out more about how thought is transferred to the page. It investigates the psychological processes that allow us to transform complex ideas into language and express them. The chapters examine a wide range of writing contexts and issues. Contributors include field leaders and newer researchers, allowing for a diversity of opinion.

Introduction
D. Galbraith, L. van Waes & M. Torrance

Section 1: Interactions among writing processes
1. Parallel processing before and after pauses: A combined analysis of graphomotor and eye movements during procedural text production
D. Alamargot, C. Dansac, D. Chesnet, & M. Fayol

2. From written word to written sentence production
G. Nottbusch, R. Weingarten, & S. Sahel

3. Influence of typing skill on pause-execution cycles in written composition
R. A. Alves, S. L. Castro, S. de Sousa, & S. Strömqvist

4. The word-level focus in text production by adults with reading and writing difficulties
Å. Wengelin

5. GIS for writing: Applying geographilcal information systems techniques to data mine writings' cognitive processes
E. Lindgren, K. P. H. Sullivan, U. Lindgren, & K. S. Miller

6. Verbal and visual written memory in written sentence production
R. T. Kellogg, T. Olive, & A. Piolat

7. Effects of note-taking and working-memory span on cognitive effort and recall performance
A. Piolat

8. The dynamics of idea generation during writing: An online study
H. van den Bergh, & G. Rijlaarsdam

9. Akilled writers' generating strategies in L1 and L2: An explanatory study
S. Beare, & J. S. Bourdages

Section 2: Effects of writing on cognition
10. The writing superiority effect in the verbal recall of knowledge: Sources and determinants
J. Grabowski

11. The effect of writing on phonological awareness in Spanish
S. A. Vernon

12. Developmental trends in a writing to learn task
P. D. Klein, J. S. Boman, & M. P. Prince

13. Approaches to writing
E. Lavelle

14. Cognitive processes in discourse synthesis: The case of intertextual processing strategies
R. Segev-Miller

15.Preformulation in press releases: What the writing process tells us about product characteristics
K. Sleurs

Section 3: Writing media
16. Talking to write: Investigating the practical impact and theoretical implications of speech recognition (SR) software on real writing tasks
N. Williams, P. Hartley, & V. Pittard

17. How do writers adapt to speech recognition software? The influence of learning styles on writing processes in speech technology environments
M. Leijten

18. Longitudinal studies of the effects of new technologies on writing: Two case studies
J. Hartley

19. Learning by hypertext writing: Effects of considering a single audience versus multiple audiences on knowledge acquisition
E. Stahl, R. Bromme, M. Stadtler, & R. Jaron

20. Supporting individual views and mutual awareness in a collaborative writing task: The case of Col•laboratió
H. Rodriguez, & K. S. Eklundh

References
Author Index
Subject Index

The aim of this volume is to bring together contributions from international research on writing and motivation. It not only addresses the basic question of how motivation to write can be fostered, but also provides analyses of conceptual and theoretical issues at the intersection of the topics of motivation and writing. What emerges from the various chapters is that the motivational aspects of writing represent a rich, productive and partially still unexplored research field. This volume is a step in the direction of a more systematic analysis of the problems as well as an effort to present and compare various models, perspectives and methods of motivation and writing. It addresses the implications of writing instruction based on the 2 main approaches to writing research: cognitive and socio-cultural. It provides systematic analysis of the various models, perspectives, and methods of motivation and writing. It brings together the international research available in this burgeoning field.

1.The multiple meanings of motivation to write
P. Boscolo, & S. Hidi

Section I: Theoretical analyses of motivation to write
2. Why write? A consideration of rhetorical purpose
N. Nelson

3. The wholetheme window of dynamic motivation in writing to learn critical thinking: A multiple-source perspective
A. Iran-Nejad, J. B. Watts, G. Venugopalan, & Y. Xu

4. A writer's discipline: The development of self-regulatory skill
B. J. Zimmerman, & A. Kitsantas

Section II: Empirical studies investigating the relationships between motivation and writing
5. Writing on an interesting topic: Does writing foster interest?
P. Boscolo, L. del Favero, & M. Borghetto

6. Motivations for ESL writing improvement in pre-university contexts
A. Cumming, T.-Y. Kim, & K. B. Eouanzoui

7. "Putting things into words": The development of 12-15-year-old students' interest for writing
R. L. Lipstein, & K. A. Renninger

8. Writing self-efficacy and its relation to gender, writing motivation and writing competence: A developmental perspective
F. Pajares, G. Valiante, & Y. F. Cheong

Section III: Intervention studies aimed at improving motivation to write
9. Mark Twain's writers' workshop: A nature-nurture perspective for motivating students with learning disabilities to compose
V. W. Berninger, & S. Hidi

10. Fostering students' willingness and interest in argumentative writing: An intervention study
B. de Bernardi, & E. Antolini

11. The role of interest and self-efficacy in science-related expository writing
S. Hidi, M. Ainley, D. Berndorff, & L. del Favero

12. Observational learning through video-based models: Impact on students' accuracy of self-efficacy beliefs, task knowledge and writing performances
M. Raedts, G. Rijlaarsdam, L. van Waes, & F. Daems

Section IV: Longitudinal studies of the development of writing motivation
13. The role of literate communities in the development of children's interest in writing
S. B. Nolen

14. A cross-case study of writing motivation as empowerment
P. Oldfather, & C. H. Shanahan

References
Author Index
Subject Índex

Computer keystroke logging is an exciting development in writing research methodology that allows a document's evolution to be logged and then replayed as if the document were being written for the first time. Computer keystroke logged data allows analysis of the revisions and pauses made by authors during the writing of texts. Computer Keystroke Logging and Writing: Methods and Applications is the first book to successfully collect a group of leading computer keystroke logging researchers into a single volume and provide an invaluable introduction and overview of this dynamic area of research. This volume provides the reader unfamiliar with writing research an introduction to the field and it provides the reader unfamiliar with the technique a sound background in keystroke logging technology and an understanding of its potential in writing research. In the core of the methods section, leading researchers demonstrate how keystroke logging can be used to analyze the writing process phenomena of the pause, the writing unit and the revision unit. These phenomena are illustrated with data from current keystroke logging research projects. The final section of the book explores a range of application possibilities for computer keystroke logging. These include how keystroke logging can be used to study; how translators approach their work; how keystroke logging, alone or coupled with other techniques, can be used to examine theoretical proposals and models; and, how keystroke logging can be used in pedagogical settings. It includes work from the world's leading researchers in one volume. It provides an excellent introduction and overview of key-stroke logging. It includes a discussion of applications for this exciting new field.

1. Keystroke logging: An introduction
K. S. Miller, & K. P. H. Sullivan

2. The pausological study of written language production
K. S. Miller:
 
3. Writing and the analysis of revision: An overview
E. Lindgren, & K. P. H. Sullivan

4. What keystroke logging can reveal about writing
S. Strömqvist, K. Holmqvist, V. Johannson, H. Karlsson, & Å. Wengelin

5. Inputlog: New perspectives on the logging of on-line writing processes in a windows environment
M. Leijten, & L. van Waes

6. Research methods in translation — Translog
A. L. Jakobson

7. Examining pauses in writing: Theory, methods and empirical data
Å. Wengelin

8. Pausing, productivity and the processing of topic in on-line writing
K. S. Miller

9. Analysing online revision
E. Lindgren, & K. P. H. Sullivan
 
10. Segmentation of the writing process in translation: Experts versus novices
B. E. Dimitrova

11. Supporting learning, exploring theory and looking forward with keystroke logging
K. P. H. Sullivan, & E. Lindgren

References
Author Index
Subject Index
Contributors

Digital media has become an increasingly powerful force in modern society. This volume brings together outstanding European, American and Australian research in "writing and digital media" and explores its cognitive, social and cultural implications. The book is divided into five sections, covering major areas of research: writing modes and writing environments (e.g. speech technology), writing and communication (e.g. hypervideos), digital tools for writing research (e.g. web analysis tools, keystroke logging and eye-tracking), writing in online educational environments (e.g. collaborative writing in L2), and social and philosophical aspects of writing and digital media (e.g. CMC, electronic literacy and the global digital divide).In addition to presenting programs of original research by internationally known scholars from a variety of disciplines, each chapter provides a comprehensive review of the current state-of-the-art in the field and suggests directions for future research. This wide-ranging international volume presents the very best of current thinking in the field and will be indispensable to anyone doing or contemplating work in the area, both for established researchers as well as newcomers, including graduate students. It reviews European, American and Australian research in the cognitive, social and cultural implications of writing for digital media. It addresses writing modes and environments, writing and communication, digital tools for writing research, online educational environments, and social and philosophical aspects. It is indispensible for anyone doing or researching work in the area, from academics to practitioners and the general public.

Introduction
C. M. Neuwirth, L. van Waes, & M. Leijten

Section I: Writing modes and writing environments
1. Assistive technology for writing: Tools for struggling writers
C. MacArthur

2. Young writers and digital scribes
T. Quinlan

3. Repair strategies in writing with speech recognition: The effect of experience with classical dictating
M. Leijten, & L. van Waes

Section II: Writing and communication
4. Learing to write in the information age: A case study of schoolchildren's writing in Sweden
Y. Hård af Segerstad, & S. Sofkova Hashemi

5. Lucidity and negotiated meaning in internet chat
R. Niesten, & R. Sussex

6. Knowledge acquisiton by designing hypervideos: Different roles of writing during courses of "new" media production
E. Stahl, C. Zahn, S. Schwan, & M. Finke

Section III: Digital tools for writing research
7. Web analysis tools based on InfoScent™: How cognitive modelling explain reader navigational decisions
E. H. Chi

8. Automatred web site evaluation tools: Implications for writers
M. Y. Ivory

9. Mining textual knowledge for writing education and research: The DocuScope project
D. Kaufer, C. Geisler, P. Vlachos, & S. Ishizaki

10. Visualizing patterns of annotation in document-centered collaboration on the web
H. Rodriguez, & K. S. Eklundh

11. Online study of word spelling production in children's writing
J. N. Foulin, & L. Chanquoy

12. Digital tools for the recording, the logging and the analysis of writing processes
K. Sullivan, & E. Lindgren

13. Logging writing processes with inputlog
L. van Waes & M. Leijten

14. Combining keystroke logging with eye-tracking
B. Andersson, J. Dahl, K. Holmqvist, J. Holsanova, V. J. Johansson, H. Karlsson, S. Strömqvist, S. Tufvesson, & Å. Wengelin

15. Progression analysis: An ethnographic, computer-based multi-method approach to investigate natural writing processes
D. Perrin

16. CAMTASIA and CATMOVIE: Two digital tools for observing, documenting and analysing writing processes of university students
M. Degenhardt

Section IV: Writing in online educational environments
17. Tolls, language technologies and communication in computer assisted language learning
P. Karlström, T. C. Pargman, & R. Ramberg

18. Rethinking instructional metaphors for web-based writing environments
M. Palmquist

19. Approaching the skills of writing
P. H. Uppstad, & Å. K. H. Wagner

Section V: Social and philosophical aspects of writing and digital media
20. Bilingual literacy and a modern digital divide
S. Ransdell, N. Baker, G. Sealy, & C. Moore

21. Literacies and the complexities of the global digital divide
C. L. Selfe, & G. Hawisher

22. Proposal for a monument to lost data
B. Mauer

References
Author Index
Subject Index

One of the most civilized nations in history, China has a long-standing writing tradition and many Chinese texts have become world treasures. However, the way the Chinese teach writing in various countries in contemporary times is little known to the outside world, especially in Western countries. Undoubtedly, the Chinese have had an established traditional method of writing instruction. However, recent social and political developments have created the perception amongst both practitioners and researchers of a need for change. Whilst certain socio-political changes, both in Mainland China and in the territories, acted as agents for reform of the teaching of composition, the shape these reforms are taking has been due to many different influences, coming both from inside the countries themselves and from foreign sources. Mainland China, Hong Kong, Taiwan and Singapore have each developed their own approach to the teaching of composition.

Preface
G. Rijlaarsdam

Introduction: Teaching writing in Chinese speaking areas
M. S. K. Shum, & D. L. Zhang:

1. Teaching Chinese report writing: Melbourne and Hong Kong
M. S. K. Shum

2. Teaching writing in English as a foreign language: Mainland China
D. L. Zhang

3. Teaching writing in Chinese as mother tongue: Mainland China
Y. P. Han

4. Teaching writing in Chinese as a second language: Mainland China
L. Zhao, Y. J. Xu, & X. Zhu

5. Teaching writing in Chinese as a foreign language: Mainland China
Ch. L. Zhao, & C. Y. Yang:

6. The study of psychological model and teaching approaches
K. K. He, & M. S. K. Shum

7. Innovations of teaching Chinese composition in schools in mainland China
B. J. Li

8. Emergence, development and research in moderne Chinese practical writing
Ch. K. Yu

9. A preliminary investigation in the teaching reform in university writing
G. R. Yu

10. The Hong Kong Writing Project: Writing reform in primary schools
S. K. Tse, E. K. Y. Loh, W. M. Cheung, & C. Y. Kwan

11. Effects of four methods of evaluation of Chinese composition in Hong Kong secondary schools
M. S. K. Shum

12. Academic ESL writing in Hong Kong
A. T. Y. Wong

13. Innovations for teaching freshman Chinese composition in Taiwan
Ch. L. Yao

14. Teaching Chinese composition in Singapore secondary school
S. H. Sim

References
Author Index
Subject Index
List of Contributors

The premise that writing is a socially-situated act of interaction between readers and writers is well established. This volume first, corroborates this premise by citing pertinent evidence, through the analysis of written texts and interactive writing contexts, and from educational settings across different cultures from which we have scant evidence. Secondly, all chapters, though addressing the social nature of writing, propose a variety of perspectives, making the volume multidisciplinary in nature. Finally, this volume accounts for the diversity of the research perspectives each chapter proposes by situating the plurality of terminological issues and methodologies into a more integrative framework. Thus a coherent overall framework is created within which different research strands (i.e., the sociocognitive, sociolinguistic research, composition work, genre analysis) and pedagogical practices developed on L1 and L2 writing can be situated and acquire meaning. This volume will be of particular interest to researchers in the areas of language and literacy education in L1 and L2, applied linguists interested in school, and academic contexts of writing, teacher educators and graduate students working in the fields of L1 and L2 writing.

Introduction: Making social meanings in contexts
T. Kostouli

1. Sociocultural differences in children's genre knowledge
A. G. Spinillo, & C. Pratt

2. Enculturation to institutional writing
S. Ongstad

3. Whole-class and peer interaction in any activity of writing and revision
L. Allal, L. M. Lopez, K. Lehraus, & A. Forget

4. Co-constructing writing contexts in classrooms
T. Kostouli

5. Prior knowledge and the (re)production of school written genres
D. Myhill

6. Student writing as negotiation
C. Donahue

7. Writing from sources in two cultural contexts
S. Folman, & U. Connor

8. First and second language use during planning processes
O. Ferenz

9. Collaborative writing groups in the college classroom
C. H. McAllister

10. Reaching out from the writing classroom
L. Adler-Kassner, & H. Estrem

References
Author Index
Subject Index
List of Contributors

Effective Learning and Teaching of Writing is a handbook on research on the effective teaching and learning of writing. It is a reference for researchers and educators in the domain of written composition in education. Effective Learning and Teaching of Writing covers all age ranges and school settings and it deals with various aspects of writing and text types. Research methodology varies from experimental studies to reflective classroom practitioners’ research. This new volume in the series Studies in Writing brings together researchers from all kinds of disciplines involved in writing research and countries in their endeavour to improve the teaching of written composition. It is the result of co-operation of researchers all over the world and shows that in spite of the differences in educational regions over the world, research in writing shares similar problems, and tries to find answers, and generate new questions. The body of knowledge in this volume will inspire researchers and teachers to improve research and practice.

Effective learning and teaching of writing : student involvement in the teaching of writing
G. Rijlaarsdam, & H. van den Bergh

Part I: Studies in learning to write
1.1. Emergent writing in kindergarten and the emergence of the alphabetic principle
M. Saada-Robert, K. Balslev, & K. Mazurczak

1.2. Looking at reading and writing through language
M. G. L. C. Pinto

1.3. Rewriting to introduce punctuation in the second grade : a didactic approach
S. Vernon, M. Alvarado, & P. Zermeno

1.4. Contextual factors enhancing cognitive and metacognitive activity during the process of collaborative writing
M. M. Gubern

1.5. Metacognitive regulations, peer interactions and revision of narratives by sixth graders
Y. Rouiller

1.6. The directivity of teacher strategies in collaborative writing tasks
C. Diez, J. J. Anula, F. Lara, & P. Pardo

1.7. Making digital annotations using the World Wide Web
H. Rodriguez, & S. Brunsberg

1.8. Popular culture : A resource for writing in secondary English classrooms
D. McClenaghan, & B. Doecke

1.9. The garden of thought - about writing poems in upper secondary school
P.-O. Erixon

1.10. Using a structured writing workshop to help good readers who are poor writers
R. L. Honeycutt, & R. J. Pritchard

1.11. Deaf ways of writing narratives : a bilingual approach
M. Koutsoubou

1.12. Stylistic imitation as a tool in writing pedagogy
U. Geist

1.13. Improving argumentative writing by fostering argumentative speech
S. Crasnich, & L. Lumbelli

1.14. Monitoring local coherence through bridging integration
L. Lumbelli, & G. Paoletti

1.15. Learning to write instructive texts by reader observation and written feedback
M. Couzijn, & G. Rijlaarsdam

1.16. Learning to read and write argumentative text by observation of peer learners
M. Couzijn, & G. Rijlaarsdam

1.17. The uptake of peer-based intervention in the writing classroom
E. Lindgren

Part II: Studies in how to teach writing
2.1. Teaching writing : using research to inform practice
R. Beard

2.2. Impact of regular philosophical discussion on argumentative skills : reflection about education in primary schools
E. Auriac-Peyronnet, & M.-F. Daniel

2.3. Action research : a study on using an integrative-narrative method to teach L2 writing in a Hong Kong primary school
A. Y. K. Poon

2.4. Teaching how to write argumentative texts at primary school
M. Garate, & A. Melero

2.5. Teaching writing - teaching oral presentation
S. Munch

2.6. Writing to learn: Constructing the concept of genre in a writing workshop
M. Epstein-Jannai
2.7. Writing "in your own words": Children's use of information sources in research projects
R. Oliver

2.8. Metacognition to learn how to write texts at school and to develop motivation to do it
A.-M. Doly

2.9. Fostering novices' ability to write informative texts
L. Vanmaele, & J. Lowyck

2.10. Adapting to the classroom setting: New research on teachers moving between traditional and computer classrooms
K. Kiefer, & M. Palmquist

2.11. Assessment of argumentative writing
R. Oostdam

2.12. Digital information literacy: Teaching students to use the Internet in source-based writing
C. M. Stern

2.13. "Down the plughole": The pitfalls of testing the writing of L2 pupils
G. Smyth

Part III: Studies in writing to learn
3.1. Composing a summary
M. Alvarado, & A. L. de la Garza

3.2. Enhancing thinking dispositions through informal writing: Experiences in science classes
T. Levin, & T. Wagner

3.3 Fostering reflective writing by structuring writing-to-learn tasks
G. Sarig

3.4. Reflective writing & reflective thinking: The implications of introducing reflective practice into a professional doctorate programme in pharmacy
P. Sayers

3.5. Writing to learn : conducting a process log
R. Segev-Miller

3.6. Learning by writing hypertext: A research based design of university courses in writing hypertext
E. Stahl, & R. Bromme
3.7. The effect of student prior experience, attitudes, and approaches on performance in an undergraduate science writing program
C. E. Taylor, & H. Drury

3.8. Children's writing strategies: Profiles of writers
A. Shapira, & R. Hertz-Lazarowitz

3.9. Writing-to-learn and graph-drawing as aids of the integration of text and graphs
G. Paoletti

References
Author índex
Subject índex
List of contributors

This book draws together current research on revision from two areas. The first is the large body of empirical work on the cognitive processes involved in the revision of written language production. This research looks at how operations of revision intervene during various phases of writing, at the resources or constraints (e.g., working memory load, content knowledge, strategy use) that affect revision and at developmental aspects of revision capabilities. The second area of research concerns the study of students learning to revise texts in instructional settings. This research examines the effects of instructional design conditions (structure and sequencing of tasks, strategy instruction, word processing) and the impact of peer interactions on student acquisition of revision skills.

Introduction: Revision revisited
L. Allal, & L. Chanquoy

1. What triggers revision?
J. R. Hayes

2. Processing time and cognitive effort in revision: Effects of error type and of working memory capacity
A. Piolat, J.-Y. Roussey, T. Olive, & M. Amada

3. Orthographic revision: The case of subject-verb agreement in French
P. Largy, L. Chanquoy, & A. Dédéyan

4. Revision in the context of different drafting strategies
D. Galbraith, & M. Torrance

5. Audience perspective in young writers' composing and revising. Reading as the reader
D. R. Holliway, & D. McCutchen

6. Revision of form and meaning in learning to write comprehensible text
A. Van Gelderen, & R. Oostdam

7. Insights from instructional research on revision with struggling writers
C. A. MacArthur, S. Graham, & K. R. Harris

8. Integrated writing instruction and the development of revision skills
L. Allal

9. Effects of collaborative revision on children's ability to write understandable narrative texts
P. Boscolo, & K. Ascorti

10. Collaborative revision and metacognitive reflection in a situation of narrative text production
Y. Rouiller

11. The study of revision as a writing process and as a learning-to-write process. Two prospective research agendas
G. Rijlaarsdam, M. Couzijn, & H. Van den Bergh

References
Author Index
Subject Index
List of Contributors

This volume describes in detail teaching philosophies, curricular structures, research approaches and organizational models used in European countries. It offers concrete teaching strategies and examples: from individual tutorials to large classes, from face-to-face to web-based teaching, and addresses educational and cultural differences between writing instruction in Europe and the US.

Preface
D. A. Russell

1. Teaching academic writing in European higher education: An introduction
L. Björk, G. Bräuer, L. Rienecker, & P. S. Jörgensen

2. Getting started: Academic writing in the first year of a university education
O. Kruse

3. Text types, textual consciousness and academic writing ability
L. Björk

4. Teaching academic writing to international students: Individual tutoring as a supplement to workshops
S. Büker

5. The genre in focus, not the writer: Using model examples in large-class workshops
L. Rienecker, & P. S. Jörgensen

6. A good paper makes the case: Teaching academic writing the Macro-Toulmin way
S. Hegelund, & C. Kock

7. Rethinking feedback: Asymmetry in disguise
M. Scott, & K. Coate

8. The (im)possibilities in teaching university writing in the Anglo-American tradition when dealing with continental student writers
L. Rienecker, & P. S. Jörgensen

9. Helping doctoral students to finish their theses
K. Lonka

10. Centres for writing & reading - bridging the gap between university and school education
G. Bräuer

11. Writing at Norwegian universities in an international perspective
O. Dysthe

12. Contacts - conflicts – cooperation
A. Frank, S. Haacke, & C. Tente

13. An analysis of the discourse of study support at the London Institute
S. Orr, & M. Blythman

14. Creating a basis for a faculty-oriented writing programme
F. Kramer, J. van Kruiningen, & H. Padmos

15. Implementation issues for study support
M- Blythman, J. Mullin, J. Milton, & S. Orr:

References
Author Index
Subject Index
List of Contributors

This book describes the current psycholinguistic research being conducted internationally on better understanding second language (L2) writing. It is based on an experimental research tradition arising from recent progress made in methodology, technology and theory in both native and second language writing. It is unique in that it is specifically geared to better understanding L2 writing and how it relates to L1 writing research in the psycholinguistic tradition.

Preface
G. Rijlaarsdam

1. An introduction to new directions for research in L2 writing
S. Ransdell, & M.-L. Barbier

2. Critical examination of L2 writing process research
J. Roca de Larios, L. Murphy, & J. Marin

3. Building an empirically-based model of EFL learners' writing processes
M. Sasaki

4. The relationships between bilingual children's reading and writing in their two languages
A. Y. Durgunoglu, M. Mir, & S. Ariño-Martin

5. Linguistic knowledge, metacognitive knowledge and retrieval speed in L1, L2, and EFL writing: A structural equation modelling approach
R. Schonen, A. van Gelderen, K. de Glopper, J. Hulstijn, P. Snellings, A. Simis, & M. Stevenson

6. Early exposure to an L2 predicts good L1 as well as good L2 writing
M. Rosario Arecco, & S. Ransdell

7. The effects of training a good working memory strategy on L1 and L2 writing
S. Ransdell, B. Lavelle, & C. M. Levy

8. A comparison between notetaking in L1 and L2 by undergraduate students
M. Faraco, M.-L. Barbier, & A. Pioloat

9. Collaborative writing in L2: The ffect of group interaction on text quality
F. Kuiken, & I. Vedder

10. Investigating learners' goals in the context of adult second-language writing
A. Cumming, M. Busch, & A. Zhou

11. When and why talking can make writing harder
M. Franken, & S. Haslett

12. A problem-posing approach to using native language writing in English literacy instruction
E. Quintero

References
Author Index
Subject Index
List of Contributors

This book brings together methods designed by psychologists, linguists, and practitioners who aim to study writing both within the laboratory and the workplace. Its primary focus is upon the computer-based techniques and methods available today that enable and foster new systematic investigations of writing theories and processes. It is of interest to writing professionals, teachers of writing, as well as those, like journalists, whose careers depend on managing multiple constraints and audiences for their work.

Preface
G. Rijlaarsdam

1. Real time studies in writing research: Progress and Prospects
C. M. Levy, & T. Olive

2. Writing with concurrent memory loads
C. M. Levy, & S. Ransdell

3. The triple task technique for studying the process of writing
T. Olive, R. T. Kellogg, & A. Piolat

4. On the cognitive status of pauses in discourse production
J. Schilperoord

5. Studying writers' revising patterns with S-notation analysis
P. Kollberg, & K. S. Eklundh

6. Progression Analysis (PA): Investigating writing strategies in the workplace
D. Perrin

7. On-line methodologies for studying the written production of isolated words: A brief overview
P. Bonin, & M. Fayol

8. Potential applications of Latent Semantic Analysis to writing analysis
P. W. Foltz, & T. K. Landauer

References
Author Index
Subject Index

This book provides both young and senior scientists with a comparative view of current theoretical models of text production. Models are clearly situated in their historical context, scrutinized in their further evolution with a fine-grained observation of differences between models. Very complete and informative to read, this book will be useful to people working in teaching of writing or studying this specific human activity.

Preface
E. Espéret

General introduction: A definition of writing and a presentation of the main models
D. Alamargot, & L. Chanquoy

Part I: Architecture of processes in writing models

1. Planning processes
D. Alamargot, & L. Chanquoy

2. Translating processes
D. Alamargot, & L. Chanquoy

3. Revising processes
D. Alamargot, & L. Chanquoy

Part II: Processing modalities and development of expertise in writing models

4. Nature and control of processing
D. Alamargot, & L. Chanquoy

5. Working memory in writing
D. Alamargot, & L. Chanquoy

6. Development of expertise in writing
D. Alamargot, & L. Chanquoy

Part III: Commentaries

General Conclusion. Commentary on Part II: Processing modalitites and development of expertise in writing
R. T. Kellogg

Commentary on the book: Through the models of writing
J. R. Hayes

References
Index by reference
Subject Index

This book is a developmental crosslinguistic and cross-orthographic perspective on learning to write from preschool up to university level, from children's earliest conceptions of the meaning of writing up to university students struggling with the meaning of computer writing. It includes original research in three different writing systems (Roman, Hebrew, and Chinese) and six languages (Chinese, German, English, French, Hebrew, and Spanish) in different knowledge dimensions of writing: general meaning and function of writing, graphic conventions, punctuation, morphology, and discursive organization. The authors demonstrate that writing is a source of knowledge that triggers cognitive and linguistic development. They also show that the study of writing development is of crucial importance for developmental psychologists, psycholinguists, curriculum planners, and teachers at every educational level.

Introduction : Developmental perspectives on writing
L. Tolchinsky

1. Absence, negation, impossibility and falsity in children's first writing
C. Pontecorvo, & F. Rossi

2. Explicit teaching and implicit learning of Chinese characters
L. Chan, & T. Nunes

3. On the interplay of genre and writing conventions in early text writing
A. Sandbank
L. Tolchinsky & C. Cintas

4. The development of graphic words in written Spanish: What can be learnt from counterexamples?
L. Tolchinsky, & C. Cintas

5. Learning the written morphology of plural in written French
M. Fayol, & C. Totereau

6. The power of plural
G. Rijlaarsdam, M. van Dort-Slijper, & M. Couzijn

7. Talking and writing: How do children develop shared meanings in the school setting?
P. Lacasa, B. Martin del Campo, & A. Reina

8. Written English, word processors, and meaning making
M. Scott

References
Author Index
Subject Índex

This book is an outstanding account of the current state of using writing in service of learning. It presents psychological and educational foundations of writing across the curriculum movement and describes writing-to-learn practices implemented at different levels of education. It provides concrete applications and ideas about how to enhance student learning by means of writing. It is useful for educators, curriculum developers, psychologists, cognitive scientists, writing researchers, and teachers.

Prologue
D. R. Olson

1. Writing as a learning tool: An introduction
P. Tynjälä, L. Mason, & K. Lonka

2. Writing to learn: One theory, two rationales
N. Nelson

3. Writing, learning, and the development of expertise in higher education
P. Tynjälä

4. On the ecology of classroom instruction: The case of writing in high school English and social studies
M. Nystrand, A. Gamoran, & W. Carbonaro

5. Writing to learn, writing to transfer
P. Boscolo, & L. Mason

6. Sequential writing tasks' influence on science writing
B. M. Hand, V. Prain, & L. Yore

7. Note taking and essay writing
V. Slotte, & K. Lonka

8. Portfolio: Integrating writing, learning and assessment
P. Linnakylä

9. New technology, writing and learning
J. Hartley, & P. Tynjälä

References
Name Index
Subject Index
List of Contributors

The volume presents empirical research on metalinguistic activity in the process of learning and teaching of writing. Contributions from educational psychologists, researchers in language education, and cognitive psychologists from different countries will address the incidence of metalinguistic activity during the composition process in different settings, from primary to university levels, and offer methodological issues concerning research on this specific topic. This book is recommended to developmental researchers in the area of writing competence acquisition, to language teachers and trainers and to writing researchers interested in the complex sociocognitive processes of writing and learning to write.

Preface
G. Rijlaarsdam, & E. Espéret

1. Metalinguistic activity in learning to write: An introduction
A. Camps, & M. Milian

2. Contrasting views about the object and purpose of metalinguistic work and reflection in academic writing
L. Tolchinsky

3. Students' conceptions on academic writing
M. C. Badia

4. Socially-situated cognition and metalinguistic activity
V. Pittard, & M. Martlew

5. Metalinguistic activity: the link between writing and learning to write
A. Camps, O. Guasch, M. Milian, & T. Ribas

6. Metaverbal activities as an approach to teach spoken and written genres
J. Dolz, & S. Erard

7. Metacognitive regulation of writing in the classroom
L. Allal

8. Stimulating awareness of learning in the writing curriculum
G. Rijlaardsdam, & M. Couzijn

References
Index of names
Index of subjects

Argumentative text processing is concerned with the psychology of the production and comprehension of argumentative texts. This volume contains a collection of papers which each provide a survey of the state of the art in research on argumentative text processing. The rationale behind the choice of topics is our focus on fundamental components of the argumentative process. To this end, the chapters discuss the topics of reasoning, argumentative theory, social context, interaction, development, knowledge, planning and translating, education, collaboration and electronic argumentation. Although the focus of this book on written text production, it also contains a number of chapters on oral argumentation. This book is the first that has assembled the world's leading scholars on argumentation to discuss these issues. It should serve as a basic overview of the field for many years to come.

Preface
G. Rijlaarsdam, & E. Espéret

1. From planning to translating: The specificity of argumentative writing
P. Coirier, J. Andriessen, & L. Chanquoy

2. reasoning in the construction of argumentative texts
J. F. Voss, J. Wiley, & R. Sandak

3. Developments in argumentation theory
F. H. van Eemeren, & R. Grootendorst

4. From analysis to presentation: A pragma-dialectical approach to writing argumentative texts
F. H. van Eemeren, & R. Grootendorst

5. Good argument, content and contextual dimensions
C. M. M. Santos, & S. Leitão Santos

6. The early emergence of argumentative knowledge and skill
N. L. Stein, & R. Bernas

7. The development of argumentative schema in writing
A. Piolat, J.-Y. Roussey, & A. Gombert:

8. For a debate to take place the topic must be debatable. Developmental evolution of the negotiation and debatability of arguments
C. Golder, & D. Pouit

9. Studying argumentative text processing through collaborative writing
A. Giroud

10. Argumentation and constructive interaction
M. Baker

11. Software for problem solving through collaborative argumentation
A. L. Veerman, & T. Treasure-Jones

References
Index of names
Index of subjects

Knowing What to Write brings together new and recent research and theory exploring the cognitive processes involved in retrieving, ordering and creating knowledge during text production. Contributions from cognitive psychology, text linguistics, psycholinguistics, and computer science combine to provide a sophisticated and wide-ranging picture of the ways in which writers develop and structure their ideas. This book is recommended both to writing researchers and to any readers interested in the cognitive processes that lie behind complex language behavior.

1. Conceptual processes in writing: From problem solving to text production
D. Galbraith, & M. Torrance

2. How hierarchical text structure affects retrieval processes: Implications of pause and text analysis
J. Schilperoord, & T. Sanders

3. Conceptual processes in argumentation: A developmental perspective
V. van Wijk

4. Content determination in natural language generation
R. Dale

5. Differences in writing performance: Generating as indicator
J. van der Hoeven

6. Accessing referential information during text composition: When and why?
C. Dansac, & D. Alamargot

7. The dynamics of idea generation during writing: An on-line study
H. van den Bergh, & G. Rijlaarsdam

8. Planning and text quality among undergraduate students: Findings and questions
A. Piolat

9. Writing as a knowledge-constituting process
D. Galbraith

10. Knowledge, ideas and the social situation of writing
V. Pittard

11. Representations in writing: A modularity perspective
G. M. Schumacher, & C. Ma

References
Index of names
Index of subjects

Writing is a complex activity that places demands on cognitive resources. This volume presents original theory and research exploring the ways in which the sub-components of the writing process (generating and organizing content, producing grammatical sentences, etc.) differ in their cognitive demand, and examines how writers manage these when producing text. The book is recommended to writing researchers, cognitive psychologists and psycholinguists with an interest in attention and working memory in language production, as well as to any reader who seeks an understanding of the cognitive mechanisms that lie behind the writing process.

1. Writing processes and cognitive demands
M. Torrance, & G. Jeffery

2. From on-line management problems to strategies in written composition
M. Fayol

3. Testing Components of Kellogg's Multicomponent Model of Working Memory in Writing: The Role of the Phonological Loop
C. Michael Levy and M. Pamela

4. Components of Working Memory in Text Production
R. T. Kellogg

5. Working Memory as a Resource in the Writing Process
J. Lea, & C. M. Levy

6. Subject - verb agreement errors in writing: phonological and semantic control in adults
I. Negro, & L. Chanquoy

7. Writing, Reading, and Speaking Memory Spans and the Importance of Resource Flexibility
S. Ransdell, & C. M. Levy

References
Index of names
Index of subjects

Effective Teaching and Learning of Writing describes the current state of the art in research on the way in which children acquire skills in written text production and defines the features of instruction that can play a part in teaching such skills. The book discusses research by 'reflective practitioners', the use of computers in the solution of educational problems and formal research into effective approaches to the teaching of writing in primary and secondary education. In the concluding section feedback procedures and effective peer-group interaction between pupils and interaction between pupil and teacher are focused upon.

Introduction: Current research on effective teaching and learning to write
G. Rijlaarsdam, M. Couzijn, & H. van den Bergh

Part 1 - The reflective teacher: Developing teaching practices
1. Context as text: A course for student writers in higher education
M. Scott

2. A simple analysis of propositional and rhetorical meanings in texts – A practical heuristic for teachers
A. Pincas

3. The writing of research texts: Genre analysis and its applications
B. Rubin

4. Imitation as a tool in writing pedagogy
U. Geist

5. Writing strategies
S. Munch

6. Using personal diaries and working journals in reflective learning
B. T. Harrison

Part 2 - Writing in education: Computer-supported instruction
7. Taking advantage of technology: Using word-processing to teach writing to students of English as a second language
C. Davidson

8. Communicative writing for 1st-year polytechnic students of English on a foreign language
H. van Loon, & T. Koet

9. Improving writing skills through Ganesh
B. A. Andeweg, J. C. de Jong, & R. Natadarma

10. Creating an international classroom through e-mail
S. Kasíková

11. ESL writers on a computer bulletin board system
T. C. Stewart, & S. C. Stidham

12. Adapting to the classroom setting: Research on teachers moving between traditional and computer classrooms
K. Kiefer, & M. Palmquist

13. Introducing computers into the writing curriculum: A study of five teachers
I. Snyder

Part 3 - Effective instruction
14. Self-evaluation and peer group evaluation of handwriting samples
C. Bruinsma, & C. W. Nieuwenhuis

15. The role of context in explanatory text production in the final year of primary school
M. Jaubert

16. Can the ability to monitor local coherence in text comprehension be transferred to writing?
L. Lumbelli, G. Paoletti, C. Camagni, & T. Frausin

17. Learning to write by reader observation and written feedback
M. Couzijn, & G. Rijlaarsdam

18. Learning to read and write argumentative text by observation
M. Couzijn, & G. Rijlaarsdam

19. Metacognitive regulations, peer interactions and revisions of narratives by sixth graders
Y. Rouiller

20. Empirical research to argumentation in written discourse
R. J. Oostdam

21. Sequencing writing course content on the basis of test difficulty
U. Schuurs

Part 4 - Effective interaction & feedback
22. Ideology and purpose in teachers’ written responses to student writing
C. R. Troen, & H. Katznelson

23. Contexts and texts of effective interaction and feedback
S. Haley-James

24. Using the tape recorder to respond to student writers
A. Berner, W. Boswell, & N. Kahan

25. How does access to a computer network affect writing students' interaction with peers and teachers?
K. Kiefer, & M. Palmquist

26. Contextual factors enhancing cognitive and metacognitive activity during the process of collaborative writing
M. M. Gubern

List of reviewers

Theories, Models and Methodology in Writing Research describes the current state of the art in research on written text production. The chapters in the first part offer contributions to the creation of new theories and models for writing processes. The second part examines specific elements of the writing process, such as lower order processes, cognitive load, revision and planning. Part three also discusses the specific elements of the writing process but examines them from the point of view of developmental psychology. The final part contains chapters dealing with aspects of research methodology.

Introduction: Current trends in research on writing: Theories, models and methodology
G. Rijlaarsdam, H. van den Bergh, & M. Couzijn              

1. Is writing expertise like other kinds of expertise?
M. Torrance

2. Rereading and generating and their relation to text quality. An application of multilevel analysis on writing process data
I. Breetvelt, H. van den Bergh, & Gert Rijlaarsdam

3. The distribution of pause time in written text production
J. Schilperoord

4. Writing in adults: A real-time approach
L. Chanquoy, J.- N. Foulin, & M. Fayol

5. Writing from multiple documents: Argumentation strategies in novice and expert history students
J.-F. Rouet, M. Favart, D. Gaonach, & Natasha Lacroix

6. Writing as problem solving: The role of concrete and abstract knowledge in the production of written text
G. C. Jeffery, & G. Underwood

7. Writing performance and knowledge about writing
R. Schoonen, & K. de Glopper

8. Children's composing: A study of the relationships between planning and revision skill, writing processes, text quality and linguistic skills
J. van der Hoeven

9. Self-monitoring, discovery through writing and individual differences indrafting strategy
D. Galbraith

10. Producing isolated words from pictures, from orally and visually presented words: An on-line study of naming and writing
P. Bonin, & M. Fayol

11. The comparison of oral and written modes on adult's and children's narrative recall
B. Bourdin, M. Fayol, & S. Darciaux

12. Attention strategies in revising a foreign language text
H. Broekkamp, & H. van den Bergh

13. Planning and expertise in argumentative composition
P. Dellerman, P. Coirier, & E. Marchand

14. A special case of agreement errors in French: The confusion of number inflections with noun/verb homophones
M. Fayol, P. Largy, & P. Lemaire

15. Beginners' explicit knowledge of Portuguese spelling
A. Gomes de Morais, & A. Teberosky

16. Thematic and structural planning in constrained argumentative text production
J. E. B. Andriessen, P. Coirier, L. Roos, J. M. Passerault, & A. Bert-Erboul

17. Italian children write a well-known story: Relationships between difficulties of Italian writing system, structural completeness, and schooling
D. Fabbretti, & C. Pontecorvo

18. The role of working memory in the development of a writing skill: Learning to co-ordinate ideas within written text
G. C. Jeffrey, & G. Underwood

19. Strategies for familiar writing tasks: Case studies of undergraduates writing essays
M. Torrance

20. Learning to describe graphs
A. Slootmaekers

21. Composing argumentative texts: Cognitive and/or textual complexity
P. Coirier

22. The role of rough drafts in written text production: the transition from a "self-directed" text to a text "geared for others”

23. Functionality of cohesion devices in the management of local and global coherence: Two studies in children's written production of narratives       
M. Favart, & J. M. Passerault

24. Textualization and polyphony in argumentative composition
E. Marchand, P. Coirier, & P. Dellerman

25. The acquisition of number inflections in written language
C. Totereau, & M. Fayol

26. Emergent writing among Israeli Kindergartners: Cross-linguistic commonalities and Hebrew-specific issues
I. Levin, O. Korat, & P. Amsterdamer

27. The writing of research texts: Genre analysis and its applications
B. Lewin, & J. Fine

28. Argumentative structures and signals in three disciplines: Finance, management, and marketing

29. A text-analytical study of conceptual writing processes and their development
E. van der Pool

30. Hierarchical text structure in writing products and writing processes
T. Sanders, D. Janssen, E. van der Pool, J. Schilperoord, & C. van Wijk

31. Protextos: A software tool for the analysis of written texts
L. Tolchinsky, J. L. Rodriguez, & A. Teberosky

32. The Textus system
I. Garcia Hidalgo

33. Computer tools for tracing the writing process: From keystroke records to S-notation K. S. S. Eklundh, & P. Kollberg

34. Concurrent and retrospective protocols in writing research
C. M. Levy, P. Marek, & J. Lea

List of reviewers