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Models of Writing Processes

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<strong>Writing</strong> Process <strong>Models</strong><br />

Adapted form Denis Alamargot & Lucile<br />

Chanquoy (2001), Through the <strong>Models</strong> <strong>of</strong><br />

<strong>Writing</strong>, Volume 10 in the bookseries Studies in<br />

<strong>Writing</strong>, Kluwer Academic Press<br />

University <strong>of</strong> Amsterdam<br />

Graduate School <strong>of</strong> Teaching and<br />

Learning


THE WRITERÕS<br />

LONG TERM<br />

MEMORY<br />

Knowledge <strong>of</strong> Topic<br />

Knowledge<br />

<strong>of</strong> Audience<br />

Stored <strong>Writing</strong> Plans<br />

Hayes & Flower 1980<br />

WRITING<br />

ASSIGNMENT<br />

Topic<br />

Audience<br />

Motivating Cues<br />

Generating<br />

TASK ENVIRONMENT<br />

Goal<br />

Setting<br />

TEXT<br />

PRODUCED<br />

SO FAR<br />

PLANNING TRANSLATING REVIEWING<br />

Organizing<br />

MONITOR<br />

Reading<br />

Editing


Content<br />

Knowledge<br />

Knowledge Telling Process<br />

Locate topic<br />

identifiers<br />

Mental representation<br />

<strong>of</strong> assignment<br />

Knowledge Telling<br />

Process<br />

Construct<br />

memory probes<br />

Retrieve content<br />

from memory<br />

using probes<br />

Run test<br />

<strong>of</strong> appropriateness<br />

Pass<br />

Write (note, draft, etc.)<br />

Update mental<br />

representation <strong>of</strong> text<br />

Locate genre<br />

identifiers<br />

Fail<br />

Discourse<br />

Knowledge


Content<br />

Knowledge<br />

Content<br />

Problem<br />

Space<br />

Knowledge Transforming<br />

Mental representation<br />

<strong>of</strong> assignment<br />

Problem analysis and<br />

Goal Setting<br />

Problem<br />

Translation<br />

Problem<br />

Translation<br />

Knowledge<br />

Telling<br />

Process<br />

Rhetorical<br />

Problem<br />

Space<br />

(B&S 1987)<br />

Discourse<br />

Knowledge


THE TASK ENVIRONMENT<br />

The Social Environment The Physical Environment<br />

The audience<br />

Collaborators<br />

THE INDIVIDUAL<br />

The text so far<br />

The composing<br />

medium<br />

MOTIVATION/AFFECT COGNITIVE PROCESSES<br />

Goals<br />

Text Interpretation<br />

Predispositions<br />

WORKING MEMORY<br />

Beliefs and Attitudes<br />

Phonological Memory<br />

Reflection<br />

Cost/Benefit estimates<br />

Visuo/Spatial Sketchpad<br />

Semantic Memory<br />

Text Production<br />

LONG-TERM MEMORY<br />

Task schemas<br />

Topic Knowledge<br />

Audience Knowledge<br />

Linguistic Knowledge<br />

Genre Knowledge<br />

Hayes 1996


Plan to Say<br />

(product based)<br />

Hayes & Flower 1980<br />

Plan to Do<br />

(rhetorical plan)<br />

Generate<br />

Knowledge<br />

Plan to Compose<br />

(process based)<br />

Produce<br />

Text


Yes<br />

Yes<br />

Retrieve using<br />

Current Memory<br />

Probe<br />

Succeed<br />

Fail<br />

Retrieved Element<br />

> Current Memory Probe<br />

Write<br />

Note<br />

Useful<br />

Evaluate<br />

Retrieved<br />

Element<br />

Consider Note<br />

Goal =<br />

Generate ?<br />

No<br />

Exit<br />

Not<br />

Useful<br />

No<br />

Generating H&F<br />

Replace Current<br />

Memory Probe<br />

with New Probe<br />

Exit<br />

Yes<br />

Goal =<br />

Generate ?<br />

No


Identify as<br />

a possible first<br />

or last topic<br />

Order with<br />

respect<br />

to a<br />

previously<br />

noted topic<br />

Goal = Organize ?<br />

Yes<br />

Read next note<br />

Evaluate usefulness<br />

<strong>of</strong> Topic<br />

Useful<br />

Search for<br />

Previously<br />

noted topics<br />

subordinate to<br />

present topic<br />

Organizing H&F<br />

No Exit<br />

Search for<br />

Previously<br />

noted topics<br />

superordinate<br />

<strong>of</strong> present topic<br />

Succeed Fail<br />

Organizational<br />

Note<br />

Not Useful<br />

Identify<br />

a category


No<br />

No<br />

No<br />

Get next part <strong>of</strong><br />

writing plan<br />

Plan next sentence<br />

Retrieve propositions<br />

Express next<br />

proposition part<br />

Sentence done ?<br />

Yes<br />

Part done ?<br />

Yes<br />

Plan done ?<br />

Yes<br />

Exit<br />

Succeed<br />

Probe<br />

Fail<br />

Repeat 1st part<br />

<strong>of</strong> sentence<br />

Express<br />

proposition part<br />

Fail<br />

Interrogative<br />

Express<br />

proposition part<br />

Translating


Representation<br />

<strong>of</strong><br />

Intended text<br />

Representation<br />

<strong>of</strong><br />

Actual text<br />

Compare Diagnose<br />

Composing Process<br />

Plan<br />

CDO process Operate<br />

Mismatch<br />

No mismatch Fail<br />

Return to<br />

Interrupted<br />

Process<br />

Succeed<br />

Yes<br />

Change<br />

plan ?<br />

No<br />

Revision B&S<br />

Choose<br />

Tactic<br />

Fail<br />

Succeed<br />

Generate<br />

Text<br />

Change<br />

Fail<br />

Succeed


Revision Hayes et al.)<br />

Process Knowledge<br />

Evaluate<br />

Read,<br />

comprehend,<br />

and criticize<br />

Select strategy<br />

Revise Redraft<br />

Modify<br />

text<br />

Modify<br />

plan and<br />

text<br />

Task definition<br />

Criteria for<br />

plans and text<br />

Problem<br />

representation<br />

Procedures for<br />

fixing text problems


RHETORICAL PROBLEM<br />

Topic<br />

Audience<br />

Importance<br />

ACTUAL<br />

TEXT BEING REVISED<br />

Format<br />

Genre<br />

Lexical units<br />

Syntactic units<br />

Propositions<br />

Gist<br />

Revision Butterfield et al.<br />

Environment Cognitive/Metacognitive System<br />

M<br />

o<br />

n<br />

i<br />

t<br />

o<br />

r<br />

REVISER’S LONG-TERM MEMORY<br />

<strong>Models</strong> <strong>of</strong> Knowledge<br />

Topic<br />

Language & <strong>Writing</strong><br />

Standards <strong>of</strong> Evaluation<br />

METACOGNITION<br />

COGNITION<br />

Knowledge<br />

Topic<br />

Language & <strong>Writing</strong><br />

Standards <strong>of</strong> Evaluation<br />

Understanding <strong>of</strong> strategies<br />

Thinking<br />

Reading<br />

<strong>Writing</strong><br />

REPRESENTATION OF TEXT BEING REVISED<br />

Format, Topic, Genre, Audience, Lexical and<br />

Syntactic units, Propositions, Gist, Importance<br />

Represent Rhetorical Problem, Plan,<br />

and Standards <strong>of</strong> Evaluation for Text<br />

Detect and Diagnose problems in<br />

Represented Text<br />

REVISER’S WORKING MEMORY<br />

Strategies<br />

Thinking<br />

Reading<br />

<strong>Writing</strong><br />

Read to Represent and Comprehend<br />

Actual Text<br />

Select, Modify or Create Strategies<br />

for Revising Represented text<br />

Translate Revisions from Represented text in Actual Text<br />

C<br />

o<br />

n<br />

t<br />

r<br />

o<br />

l


Control<br />

Structure<br />

Fundamental<br />

<strong>Processes</strong><br />

Resources<br />

Revision control Hayes 1996<br />

Text Processing<br />

- Critical reading<br />

Working<br />

Memory<br />

Revision<br />

Task<br />

Schema<br />

Reflection<br />

- Problem solving<br />

- Decision making<br />

Text Production<br />

Long term<br />

Memory


Monitor Rijlaarsdam & Van<br />

Cognitive<br />

Activity C<br />

Cognitive<br />

Knowledge<br />

Monitor<br />

Cognitive<br />

Activity B<br />

den Bergh 1996<br />

Cognitive<br />

Activity A

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