Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
<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