Learning to Write Effectively: Current Trends in European Research

pp.：  3 – 36

Copyright Page

pp.：  4 – 4

Contents

pp.：  5 – 14

List of Contributors

pp.：  15 – 26

Foreword: Writing as a Societal Question in Europe

pp.：  27 – 28

Introduction: Why We Need Writing Research

pp.：  29 – 36

References

pp.：  35 – 36

SECTION 1: WRITING DEVELOPMENT

pp.：  37 – 86

1.00.01. Introduction: Writing Development

pp.：  39 – 42

1.00.02. Early Development of Handwriting Motor Skills

pp.：  43 – 46

Acknowledgement

pp.：  45 – 44

References

pp.：  45 – 46

1.00.03. Effects of Orthographic Consistency on Children’s Spelling Development

pp.：  47 – 50

References

pp.：  49 – 50

1.00.04. Acquisition of Spelling Skills with Regard to the Norwegian Language

pp.：  51 – 54

References

pp.：  53 – 54

1.00.05. The Impact of Open and Closed Vowels on the Evolution of Pre-School Children’s Writing

pp.：  55 – 58

References

pp.：  57 – 58

1.00.06. Copying Ability in Primary School: A Working Memory Approach

pp.：  59 – 62

Method

pp.：  60 – 59

Results

pp.：  60 – 60

Discussion

pp.：  61 – 60

References

pp.：  61 – 62

1.00.07. Acquisition of Linearization in Writing, from Grades 5 to 9

pp.：  63 – 66

References

pp.：  65 – 66

1.00.08. Construct-Relevant or Construct-Irrelevant Variance in Measures of Reading?

pp.：  67 – 70

References

pp.：  69 – 70

1.00.09. Studying Written Language Development in Different Contexts, Languages and Writing Systems

pp.：  71 – 74

Acknowledgements

pp.：  73 – 72

References

pp.：  73 – 74

1.00.10. The Impact of Oral Language Skills on Children’s Production of Written Text

pp.：  75 – 78

Methods

pp.：  75 – 75

Analysis

pp.：  76 – 75

Findings

pp.：  76 – 75

Ongoing Research

pp.：  76 – 76

References

pp.：  77 – 78

1.00.11. The Development of Written Language in Children with Language Impairment

pp.：  79 – 82

Methods

pp.：  80 – 79

Results and Discussion

pp.：  80 – 80

Acknowledgement

pp.：  81 – 80

References

pp.：  81 – 82

1.00.12. Improving Anaphoric Cohesion in Deaf Students’ Writing

pp.：  83 – 86

Participants

pp.：  84 – 83

Procedure

pp.：  84 – 84

Results

pp.：  85 – 84

Conclusions

pp.：  85 – 85

References

pp.：  86 – 86

SECTION 2: LEARNING AND TEACHING WRITING

pp.：  87 – 336

2.00.01. Introduction: Teaching and Learning Writing

pp.：  89 – 104

Writing Instruction

pp.：  90 – 95

Writing Process

pp.：  96 – 98

Text Assessment

pp.：  99 – 100

Learner Variables

pp.：  101 – 102

Genre

pp.：  103 – 103

Reference

pp.：  104 – 104

Subsection 2.01: Writing Instruction

pp.：  105 – 208

2.01.01. Implementation of Self-Regulated Writing Strategies in Elementary Classes

pp.：  107 – 110

Initial Test of the Effectiveness of Teaching Self-Regulated Writing Strategies in Elementary Classes

pp.：  107 – 108

Teacher-Guided Implementation of Self-Regulated Writing Strategies in Elementary Classes

pp.：  109 – 108

Conclusion

pp.：  109 – 108

References

pp.：  109 – 110

2.01.02. Evaluating Cognitive Self-Regulation Instruction for Developing Students’ Writing Competence

pp.：  111 – 114

References

pp.：  113 – 114

2.01.03. Are Help Levels Effective in Textual Revision?

pp.：  115 – 118

Acknowledgement

pp.：  117 – 116

References

pp.：  117 – 118

2.01.04. A Spanish Research Line Focused on the Improvement of Writing Composition in Students With and Without LD

pp.：  119 – 122

Interventions in Students with LD

pp.：  120 – 119

Contextual Interventions with Regular Students

pp.：  120 – 119

Deliverables

pp.：  120 – 120

Acknowledgements

pp.：  121 – 120

References

pp.：  121 – 122

2.01.05. Results of Writing Products After a Motivational Intervention Programme According to Students’ Motivational Levels

pp.：  123 – 126

Method

pp.：  123 – 123

Results

pp.：  124 – 123

Discussion

pp.：  124 – 124

Acknowledgements

pp.：  125 – 124

References

pp.：  125 – 126

2.01.06. Can Different Instructional Programmes Achieve Different Results on Students’ Writing Attitudes and Writing Self-Efficacy?

pp.：  127 – 130

Method

pp.：  127 – 127

Results

pp.：  128 – 127

Discussion

pp.：  128 – 128

Acknowledgements

pp.：  129 – 128

References

pp.：  129 – 130

2.01.07. Enhancing Writing Self-Efficacy Beliefs of Students With Learning Disabilities Improves Their Writing Processes and Writing Products

pp.：  131 – 134

Method

pp.：  132 – 131

Results

pp.：  132 – 132

Discussion

pp.：  133 – 132

Acknowledgements

pp.：  133 – 132

References

pp.：  133 – 134

2.01.08. Comparative Studies of Strategy and Self-Regulated Interventions in Students With Learning Disabilities

pp.：  135 – 138

Study 1

pp.：  135 – 135

Study 2

pp.：  136 – 137

Acknowledgements

pp.：  138 – 137

References

pp.：  138 – 138

2.01.09. Instructional and Developmental Online Approaches of Writing Composition in Students With and Without Learning Disabilities

pp.：  139 – 142

Method

pp.：  140 – 140

Discussion

pp.：  141 – 141

Acknowledgements

pp.：  142 – 141

References

pp.：  142 – 142

2.01.10. Effective Characteristics of Intervention Programmes Focused on Writing and Agenda

pp.：  143 – 150

Key Characteristics of Efficacy Programmes in Writing

pp.：  143 – 143

Agenda for the Future in Research and Instruction in Writing

pp.：  144 – 148

Conclusions

pp.：  149 – 148

Acknowledgements

pp.：  149 – 148

References

pp.：  149 – 150

2.01.11. Improving Struggling Writers via Digital Recordings

pp.：  151 – 154

References

pp.：  153 – 154

2.01.12. Non-Fiction Writing in Lower Secondary School

pp.：  155 – 158

Method

pp.：  155 – 155

Preliminary Results

pp.：  156 – 155

Conclusion

pp.：  156 – 155

References

pp.：  156 – 158

2.01.13. Observational Learning in Argumentative Writing

pp.：  159 – 162

Processes in Observational Learning

pp.：  159 – 159

Effects on Writing Processes

pp.：  160 – 159

Effects of Learners’ Characteristics on the Effects of Instructions

pp.：  160 – 160

References

pp.：  161 – 162

2.01.14. Hypertext Writing: Learning and Transfer Effects

pp.：  163 – 166

Method

pp.：  164 – 163

Results

pp.：  164 – 164

Conclusions

pp.：  165 – 165

Acknowledgement

pp.：  166 – 165

References

pp.：  166 – 166

2.01.15. Effective Instructional Strategies in Collaborative Revision in EFL: Two Empirical Studies

pp.：  167 – 170

Methodology

pp.：  168 – 167

Results

pp.：  168 – 168

Conclusion

pp.：  169 – 169

References

pp.：  170 – 170

2.01.16. Tutoring the End-of-Studies Dissertation: Helping Psychology Students Find Their Personal Voice When Revising Academic Texts

pp.：  171 – 176

Method

pp.：  172 – 171

Objectives

pp.：  172 – 171

The Course

pp.：  172 – 172

Guidance and Feedback

pp.：  173 – 172

Assessment

pp.：  173 – 173

Results

pp.：  174 – 173

References

pp.：  174 – 176

2.01.17. Learning Philosophy by Writing in a Community of Learning

pp.：  177 – 180

References

pp.：  179 – 180

2.01.18. Improving Students’ Academic Writing: The Results of Two Empirical Projects

pp.：  181 – 184

References

pp.：  183 – 184

2.01.19. Classroom Teaching of Writing Throughout Schooling

pp.：  185 – 188

References

pp.：  187 – 188

2.01.20. Teaching Reading and Writing to Learn in Primary Education

pp.：  189 – 192

References

pp.：  191 – 192

2.01.21. Effects of Being a Reader and Observing Readers on Argumentative Writing

pp.：  193 – 196

Methods

pp.：  194 – 193

Results and Discussion

pp.：  194 – 194

References

pp.：  195 – 196

2.01.22. Writing and Text Genre Acquisition Among 4- to 8-Year-Old Icelandic Children

pp.：  197 – 200

References

pp.：  198 – 200

2.01.23. Parental Intervention in Improving Children’s Writing and Their Achievement

pp.：  201 – 204

Method

pp.：  202 – 202

Results

pp.：  203 – 202

Acknowledgements

pp.：  203 – 202

References

pp.：  203 – 204

2.01.24. Supporting Children in Improving Their Presentation of School Reports

pp.：  205 – 208

Method

pp.：  206 – 206

Results

pp.：  207 – 207

Conclusion

pp.：  208 – 207

References

pp.：  208 – 208

Subsection 2.02: Learners’ Writing Processes

pp.：  209 – 250

2.02.01. Explaining Knowledge Change Through Writing

pp.：  211 – 214

Method

pp.：  211 – 211

Preliminary Results

pp.：  212 – 212

Preliminary Conclusions

pp.：  213 – 212

References

pp.：  213 – 214

2.02.02. Patterns of Meta-Cognitive Processing During Writing: Variation According to Reported Writing Profile

pp.：  215 – 218

Method

pp.：  216 – 216

Results and Conclusions

pp.：  217 – 217

References

pp.：  218 – 218

2.02.03. Formulating Activities in L1 and L2 and Their Relation With Text Quality

pp.：  219 – 222

Method

pp.：  219 – 219

Some Results

pp.：  220 – 220

Discussion and Future Research

pp.：  221 – 221

References

pp.：  222 – 222

2.02.04. Relationship Between Text Quality and Management of the Writing Processes

pp.：  223 – 226

References

pp.：  225 – 226

2.02.05. Spanish Children’s Use of Writing Strategies When Composing Texts in English as a Foreign Language

pp.：  227 – 230

Method

pp.：  228 – 227

Main Findings

pp.：  228 – 228

Conclusions

pp.：  229 – 228

References

pp.：  229 – 230

2.02.06. The Effects of Dyslexia on the Writing Processes of Students in Higher Education

pp.：  231 – 234

Method

pp.：  231 – 231

Results

pp.：  232 – 232

Theoretical and Educational Implications

pp.：  233 – 232

References

pp.：  233 – 234

2.02.07. Subcomponents of Writing Literacy: Diagnosis and Didactical Support

pp.：  235 – 238

References

pp.：  237 – 238

2.02.08. What Expert Writers Do When They Don’t Solve Problems? Literate Expertise Revisited

pp.：  239 – 242

References

pp.：  241 – 242

2.02.09. Effects of Creative Writing on Students’ Literary Response

pp.：  243 – 246

Method

pp.：  244 – 244

Results

pp.：  245 – 244

Preliminary Conclusions

pp.：  245 – 244

References

pp.：  245 – 246

2.02.10. Writing Summaries and Syntheses to Learn in Secondary and Higher Education

pp.：  247 – 250

Method

pp.：  248 – 248

Results

pp.：  249 – 248

References

pp.：  249 – 250

Subsection 2.03: Text Assessment

pp.：  251 – 282

2.03.01. CEFLING: Combining Second Language Acquisition and Testing Approaches to Writing

pp.：  253 – 256

2.03.02. Designing and Assessing L2 Writing Tasks Across CEFR Proficiency Levels

pp.：  257 – 260

References

pp.：  259 – 260

2.03.03. What Is ’Improvement’ in L2 French Writing?

pp.：  261 – 264

References

pp.：  263 – 264

2.03.04. DESI — Text Production

pp.：  265 – 270

Coding

pp.：  266 – 265

Competence Levels and Results

pp.：  266 – 269

References

pp.：  270 – 270

2.03.05. Indicator Model of Students’ Writing Skills (IMOSS)

pp.：  271 – 274

References

pp.：  273 – 274

2.03.06. Assessment of Written Proficiency: Finnish-Speaking University Students Writing in Swedish

pp.：  275 – 278

References

pp.：  277 – 278

2.03.07. Development of Written and Spoken Narratives and Expositories in Icelandic

pp.：  279 – 282

Method

pp.：  279 – 279

Results

pp.：  280 – 280

References

pp.：  281 – 282

Subsection 2.04: Learner and Teacher Variables

pp.：  283 – 318

2.04.01. What Do Portuguese University Students Say About Their Writing in Exams?

pp.：  285 – 288

The study

pp.：  286 – 285

Results

pp.：  286 – 286

Discussion

pp.：  287 – 286

References

pp.：  287 – 288

2.04.02. The Impact of Educational Experiences on Writing Processes and Products

pp.：  289 – 290

References

pp.：  290 – 290

2.04.03. Taking and Using Notes and Learning Approach in University Students

pp.：  291 – 292

References

pp.：  292 – 292

2.04.04. The Effect of Beliefs on Writing Synthesis from Multiple Texts

pp.：  293 – 296

References

pp.：  295 – 296

2.04.05. The Dynamics of Writing Beliefs and Composing Strategies

pp.：  297 – 300

Acknowledgement

pp.：  298 – 297

References

pp.：  298 – 300

2.04.06. Does the Quality of Teaching Determine Students’ Achievement in Writing?

pp.：  301 – 304

Method

pp.：  302 – 301

Results

pp.：  302 – 302

Discussion and Conclusions

pp.：  303 – 302

Acknowledgements

pp.：  303 – 302

References

pp.：  303 – 304

2.04.07. Perspective Taking: A Prerequisite of Communicative Writing

pp.：  305 – 308

Method

pp.：  306 – 305

Results

pp.：  306 – 306

Discussion

pp.：  307 – 306

References

pp.：  307 – 308

2.04.08. Development of Fluency in First and Foreign Language Writing

pp.：  309 – 310

References

pp.：  310 – 310

2.04.09. Writing Counter to Personal Opinion: Can Advanced Communication Students Set Aside Their Own Understanding of a Field?

pp.：  311 – 314

References

pp.：  312 – 314

2.04.10. Peer Interaction in Students With/Without Learning Disabilities in Writing (LD, NLD and ADHD)

pp.：  315 – 318

Method

pp.：  316 – 315

Results

pp.：  316 – 316

Discussion

pp.：  317 – 316

Acknowledgements

pp.：  317 – 317

References

pp.：  318 – 318

Subsection 2.05: Genre in Educational Contexts

pp.：  319 – 336

2.05.01. Academic Genres in French Humanities

pp.：  321 – 324

Aims of the Study

pp.：  321 – 321

Method

pp.：  322 – 322

The Influence of Disciplines

pp.：  323 – 322

The Influence of Levels of Study

pp.：  323 – 323

Conclusion

pp.：  324 – 323

References

pp.：  324 – 324

2.05.02. Comparing Genres of Academic Writing: Abstracts and Summaries

pp.：  325 – 328

References

pp.：  327 – 328

2.05.03. Writing Cultures and Student Mobility

pp.：  329 – 332

Project Design

pp.：  330 – 330

Conclusions

pp.：  331 – 330

References

pp.：  331 – 332

2.05.04. Students’ Conceptions About Academic Writing

pp.：  333 – 336

Method

pp.：  334 – 333

Results

pp.：  334 – 334

Acknowledgement

pp.：  335 – 334

References

pp.：  335 – 336

SECTION 3: DOCUMENT DESIGN

pp.：  337 – 378

3.00.01. Introduction: Design of Written Professional Documents

pp.：  339 – 342

Reference

pp.：  342 – 342

3.00.02. Four Characteristics of Procedural Texts

pp.：  343 – 346

The Purpose of Procedural Texts: A Pragmatic Approach

pp.：  343 – 343

The Complexity of the Situation of Use: The Interaction between a User, a Document and a Device

pp.：  344 – 343

The Constraints of Procedural Texts

pp.：  344 – 343

Procedures to be Carried Out and Procedures to be Remembered

pp.：  344 – 344

Conclusion

pp.：  345 – 344

References

pp.：  345 – 346

3.00.03. The Anatomy of Procedural Instructions

pp.：  347 – 350

Number of Actions Per Step

pp.：  347 – 347

Formulation of Instructions

pp.：  348 – 348

References

pp.：  349 – 350

3.00.04. Some Constraints on the Processing of Procedural Instructions

pp.：  351 – 354

The User–Document–Device Interaction Constraint: Three Sources for Drawing Inferences

pp.：  351 – 351

Working Memory Constraints

pp.：  352 – 352

Conclusion

pp.：  353 – 352

References

pp.：  353 – 354

3.00.05. Textual Motivational Elements in Cell Phone User Instructions

pp.：  355 – 358

References

pp.：  357 – 358

3.00.06. Enhancing the Design of Instructions for Use: A Contribution of Cognitive Psychology

pp.：  359 – 362

From the Study of Cognitive Processes to the Design of Instructions for Use

pp.：  359 – 359

Conclusion: A Strategy for the Optimal Design of Instructions for Use

pp.：  360 – 360

References

pp.：  361 – 362

3.00.07. Writing Easy-to-Read Documents for People With Intellectual Disabilities

pp.：  363 – 366

Towards a New Set of Easy-to-Read Guidelines for PwID

pp.：  364 – 364

Development of Writing Tools

pp.：  365 – 364

Acknowledgements

pp.：  365 – 364

References

pp.：  365 – 366

3.00.08. Reading Strategies and Cognitive Load: Implications for the Design of Hypertext Documents

pp.：  367 – 370

Theoretical and Practical Implications

pp.：  369 – 369

Acknowledgement

pp.：  370 – 369

References

pp.：  370 – 370

3.00.09. Designing Multimedia Documents for the Workplace

pp.：  371 – 374

Method

pp.：  372 – 371

Results and Discussion

pp.：  372 – 372

Acknowledgements

pp.：  373 – 372

References

pp.：  373 – 374

3.00.10. Idée Suisse: Language Policy and Writing Practice of Public Service Media Journalists

pp.：  375 – 378

Some Findings

pp.：  376 – 376

Interpretation and Transfer

pp.：  377 – 376

References

pp.：  377 – 378

SECTION 4: TOOLS FOR STUDYING AND SUPPORTING WRITING

pp.：  379 – 444

4.00.01. Introduction: Tools for Studying and Supporting Writing: Technological Advances in Writing Research

pp.：  381 – 386

Logging Tools

pp.：  381 – 381

Reading and Writing|Handwriting and Typewriting

pp.：  382 – 383

One Step Forward

pp.：  384 – 386

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

pp.：  387 – 390

References

pp.：  388 – 390

4.00.03. EyeWrite — A Tool for Recording Writers’ Eye Movements

pp.：  391 – 394

References

pp.：  393 – 394

4.00.04. Reading During Text Production

pp.：  395 – 398

Method

pp.：  395 – 395

Analysis

pp.：  396 – 395

Results

pp.：  396 – 396

Discussion

pp.：  397 – 396

References

pp.：  397 – 398

4.00.05. Inputlog 4.0: Keystroke Logging in Writing Research

pp.：  399 – 402

Record a Writing Session

pp.：  400 – 399

Generate Data Files for Statistical, Text, Pause and Mode Analyses

pp.：  400 – 400

Integrate Various Types of Data from Other Programs

pp.：  401 – 400

Playback the Recorded Session at Different Speeds

pp.：  401 – 401

Conclusion

pp.：  402 – 401

References

pp.：  402 – 402

4.00.06. Fluency in Second-Language and in Mother-Tongue Writing Processes

pp.：  403 – 406

References

pp.：  405 – 406

4.00.07. Handwriting versus Typewriting: Behavioural and Cerebral Consequences in Letter Recognition

pp.：  407 – 410

Behavioural Studies

pp.：  408 – 407

Behavioural and fMRI Study

pp.：  408 – 408

References

pp.：  409 – 410

4.00.08. Text Production in Handwriting versus Computer Typing

pp.：  411 – 414

Method

pp.：  411 – 411

Results and Discussion

pp.：  412 – 411

References

pp.：  412 – 414

4.00.09. The Visual Writer

pp.：  415 – 418

Developmental Perceptive on the Role of Visual Feedback

pp.：  416 – 416

References

pp.：  417 – 418

4.00.10. Computer Capture of Writing Under Keyboard and Handwriting Conditions

pp.：  419 – 422

Methodology

pp.：  420 – 420

References

pp.：  421 – 422

4.00.11. Memory for Word Location: Studies in Writing

pp.：  423 – 426

References

pp.：  425 – 426

4.00.12. Writing with PowerPoint

pp.：  427 – 430

Method

pp.：  428 – 427

Preliminary Results

pp.：  428 – 428

References

pp.：  429 – 430

4.00.13. Modelling Writing Phases

pp.：  431 – 434

Methodology and Data

pp.：  432 – 431

Need for Interdisciplinary Collaboration

pp.：  432 – 432

Expected Outcome

pp.：  433 – 432

Reference

pp.：  433 – 434

4.00.14. 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

pp.：  435 – 438

Acknowledgements

pp.：  437 – 436

References

pp.：  437 – 438

4.00.15. Developing Writing Through Observation of Writing Processes Using Keystroke Logging

pp.：  439 – 440

References

pp.：  440 – 440

4.00.16. The Haptics of Writing: Cross-Disciplinary Explorations of the Impact of Writing Technologies on the Cognitive-Sensorimotor Processes Involved in Writing

pp.：  441 – 444

References

pp.：  443 – 444

Author Index

pp.：  445 – 450

Subject Index

pp.：  451 – 458

List of Volumes

pp.：  459 – 461