The Writer’s Knowledge and the Writing Process

A Protocol Analysis

Datos Bibliográficos

ID13683099
AutoresP Smagorinsky (0000-0002-4346-3705, University of Oklahoma, autor de correspondencia)
Año1991
Volumen25
Número3
Páginas339-364
Fecha de publicación1991-10-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaResearch in the Teaching of English (JOURNAL)
Identificadores de la revistaISSN: 0034-527X • E-ISSN: 1943-2348
EditorialRoutledge (PUBLISHER • GB)
DOI10.58680/rte199115465
OpenAlexW85316128
IdiomaEN
Citas recibidas5
Referencias citadas3

This study used on-line protocol analysis to contrast the effects on the writing process of knowledge taught in three instructional treatments: Models (declarative knowledge of form), General Procedures (declarative knowledge of form plus general procedural knowledge related to content plus procedural knowledge related to form), and Task-Specific Procedures (declarative knowledge of form plus task-specific procedural knowledge related to content plus procedural knowledge related to form). Pretest and posttest protocols from six students in each treatment measured treatment effects on the processes of students writing essays involving extended definition. Students in the Models treatment made weak improvements in relating the elements of definition and did not think critically about the concepts being defined. Students in the General Procedures treatment made gains in linking ideas according to particular task constraints and improved their critical thinking skills. Students in the Task-Specific Procedures integrated their ideas purposefully, thought critically about the concepts being defined, and appeared to establish a conversational voice to anticipate composing needs

Cognitive science · Discourse analysis · Linguistics · Pedagogy · Process (computing · Protocol (science · Protocol analysis · Sociology · Writing process · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Writing and Handwriting Education