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"Writing Processes"
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Engineering documentation control/configuration management standards manual : policies, procedures, flow diagrams, forms and form instructions for product manufacturing companies
\" Describes the best of the best management practices for the configuration management processes\" -- Provided by publisher.
Book
Research-Based Writing Practices and the Common Core
In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported practices that can be used to meet CCSS writing objectives in kindergarten to grade 8. We identified these practices by conducting a new meta-analysis of writing intervention studies, which included true and quasi-experiments, as well as single-subject design studies. In addition, we conducted a meta-synthesis of qualitative studies examining the practices of exceptional literacy teachers. Studies in 20 previous reviews served as the data source for these analyses. The recommended practices derived from these analyses are presented within a framework that takes into account both the social contextual and cognitive/motivational nature of writing.
Journal Article
Night train to Odessa : covering the human cost of Russia's war
When Russian tanks rolled into Ukraine, millions of lives changed in an instant. Millions of people were suddenly on the move. In this great flow of people was a reporter from the north of Scotland. Jen Stout left Moscow abruptly, ending up on a border post in southeast Romania, from where she began to cover the human cost of Russian aggression. Her first-hand, vivid reporting brought the war home to readers in Scotland as she reported from front lines and cities across Ukraine. Stories from the night trains, birthday parties, military hospitals and bunkers: stories from the ground, from a writer with a deep sense of empathy, always seeking to understand the bigger picture, the big questions of identity, history, hopes and fears in this war in Europe.
Book
Debugging the Writing Process: Lessons From a Comparison of Students’ Coding and Writing Practices
Since the 1960s, a group of educators and researchers have championed the idea that learning coding and learning to read and write are, in some sense, part of the same skill set, but the grounds for asserting that similarity have continually shifted. Some have argued that as texts increasingly integrate digital components, expertise in coding will become a central part of reading in the 21st century. Others seem to use the word literacy simply to mean an important skill, without necessarily asserting a deeper similarity. In this study of novice writers and programmers in a second‐grade classroom, the authors explored a third hypothesis: that there is a fundamental relation between the activities involved in creating a written story and in creating a computer program. The findings of this research suggest that teachers can use a combination of coding and writing to reinforce students’ acquisition of the writing process.
Journal Article
Scaffolding Students’ Writing Processes Through Dialogic Assessment
With dialogic writing assessment, teachers can scaffold students’ writing processes in ways that are flexible and responsive to students’ individual needs. Examples of teachers using this conference‐based method of classroom writing assessment illustrate how to practice assessment that is dynamic and relational rather than static and standardized, by allowing teachers to vary their support for student writers based on students’ unique needs. These examples also suggest that teachers’ epistemologies for writing instruction can influence how they practice dialogic writing assessment. The authors conclude with a discussion of how dynamic and responsive scaffolding can support an equity‐focused model for teaching academic writing and how teachers’ expertise may be a factor in how they apply dialogic writing assessment.
Journal Article
A Critical Inquiry Approach to Mentor Texts: Learn It With EASE
Fourth‐grade students were introduced to a detailed process approach to examining mentor texts and then transferring their newfound knowledge of author craft to their own independent writing. The EASE strategy was created as a way to scaffold students from merely noticing the exceptional moves that authors make to adeptly applying these techniques. In an effort to read like writers and then write like readers, students were taught to closely examine powerful writing craft and assess why the author may have chosen to write in that particular way. They were also required to suggest other ways to write the excerpt and envision where they might use a similar move in a current or upcoming writing project. Through small‐group writing conferences and writing samples, students showcased how they made direct connections between mentor texts and their narratives and reports.
Journal Article
“How Emotional Do I Make It?”: Making a Stance in Multimodal Compositions
For literacy educators, there is a need to understand students’ pathways into composition and mediate contemporary, multimodal compositional pathways with more academic ones. In an effort to mediate between middle and high school students’ schooling and curricular demands and their everyday interests and investments in media and communicational systems, the author offers educators a way to frame composition that attends to the potential and affordances of multiple modes of expression and representation. Combining affect theory with Arendt's writings on thinking and embodiment, the author presents a research study with adolescents who made stances in selfies, self‐portraits, and written artist statements that are indicative of new rhetorical and compositional practices. Stance, as a construct in modern compositions, represents the ways that young people interface with ideas and experiences within the world that materialize in and animate their designs. Stance provides young people with a space to tell the stories they want to tell through media and mediums of their choosing.
Journal Article
Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors
Writing a synthesis text involves interacting reading and writing processes, serving the comprehension of source information, and its integration into a reader-friendly and accurate synthesis text. Mastering these processes requires insight into process’ orchestrations. A way of achieving this is via process feedback in which students compare their process orchestration with examples. Access to such examples of enacted process orchestration models might have an additional learning effect. In the present study we replicated and extended the study of Vandermeulen et al. (Written Communication, 40(1), 90–144, 2023) on the effect of keystroke logging data-based process feedback with feed-forward exemplars when compared to national baseline performances. In addition, we report the effect of a brief extension in which learners had the opportunity to observe an enacted model of their choice, showing one of three orchestrations of the initial stage of writing a synthesis task. A total of 173 10th—grade students were randomly assigned to a process feedback condition with or without added models. A baseline, consisting of a nationally representative sample of upper-secondary students’ texts and processes, served as an alternative control group. Results showed that the process feedback, both with and without observation, had a significant effect on text quality. Regarding the process data, students in the feedback condition had a more prominent focus on the sources as they spent more time in them and switched more often between text and sources, compared to the baseline. The observation task magnified this effect.
Journal Article
Measuring non-linearity of multi-session writing processes
When (professional) authors work on their texts, they frequently 'jump' around their document to make textual changes and create new content at a wide range of locations. Currently, a range of linearity measures are available to capture this, some of which requiring time-intensive manual coding. Linearity metrics are commonly calculated based on the leading edge and are mostly used for short texts and single writing sessions. However, especially for longer, multi-session writing processes, text can often be created at various spaces, not necessarily including the leading edge. Accordingly, the leading edge is not enough to distinguish between linear production and non-linear text alterations. Therefore, in the current study, we propose a novel, more flexible, automatized non-linearity analysis, which does not solely rely on the leading edge. In this approach, all backwards and forwards cursor and mouse operations from the point of utterance are extracted from keystroke data, and characterized both based on duration and distance. This results in a detailed list of characteristics per writing episode, allowing us to compare and group episodes of writing at various scales. We illustrate this approach by analysing the writing process of a complete novel based on close to 400 writing sessions totalling 276 h of writing. The results show that the current non-linearity analysis allows us to successfully cluster writing sessions using the non-linearity characteristics. This analysis can be used to find patterns in non-linearity over time, allowing us to chart interactions with the text-produced-so-far and session management strategies in multi-session writing.
Journal Article
Extraction of transforming sequences and sentence histories from writing process data: a first step towards linguistic modeling of writing
Producing written texts is a non-linear process: in contrast to speech, writers are free to change already written text at any place at any point in time. Linguistic considerations are likely to play an important role, but so far, no linguistic models of the writing process exist. We present an approach for the analysis of writing processes with a focus on linguistic structures based on the novel concepts of transforming sequences, text history, and sentence history. The processing of raw keystroke logging data and the application of natural language processing tools allows for the extraction and filtering of product and process data to be stored in a hierarchical data structure. This structure is used to re-create and visualize the genesis and history for a text and its individual sentences. Focusing on sentences as primary building blocks of written language and full texts, we aim to complement established writing process analyses and, ultimately, to interpret writing timecourse data with respect to linguistic structures. To enable researchers to explore this view, we provide a fully functional implementation of our approach as an open-source software tool and visualizations of the results. We report on a small scale exploratory study in German where we used our tool. The results indicate both the feasibility of the approach and that writers actually revise on a linguistic level. The latter confirms the need for modeling written text production from the perspective of linguistic structures beyond the word level.
Journal Article