Ellen Lavelle
Biographic Data
| ID | 2746232 |
|---|---|
| NAME | Ellen Lavelle |
| GIVEN NAMES | Ellen |
| FAMILY NAME | Lavelle |
| SIGNATURE | LAVELLE E |
| AFFILIATIONS | University of South Dakota |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 2 |
The writing approaches of secondary students
Background: Research with college students has supported a model of writing approaches that defines the relationship between a writer and writing task along a deep and surface process continuum (Biggs, 1988). Based on that model, Lavelle (1993) developed the Inventory of Processes in College Composition which reflects students' motives and strategies as related to writing outcomes. It is also important to define the approaches of secondary studen…
Teaching writing to ESL graduate students
Background. Graduate students, especially those writing in a second language, have specific writing needs. Previous research suggests that intervention might be more didactic than writing instruction frequently is. Aims. 1. To adapt a knowledge x levels x process model of writing (Biggs & Moore, 1993) to conceptualise the writing needs of graduate students. Students need to know certain rhetorical knowledge, and to apply cognitive space‐saving st…
Writing style and the narrative essay
Background. Writing styles reflect the ways that writers think about themselves and about writing, as well as the pattern of strategies that writers consistently use to achieve their goals (Lavelle, 1993). Generally, writing styles may be considered along the deep/surface continuum with deep styles geared toward making a complex meaning beyond the given words, and surface writing reflecting a listing approach based on the reproduction of informat…
Development and validation of an inventory to assess processes in college composition
A series of studies was conducted to design and validate a self-report instrument to assess patterns of strategy use in college composition - composing styles. Factor analysis of items derived from models of student learning yielded five scales: Elaborationist, Low Self-efficacy, Reflective-Revisionist, Spontaneous-Impulsive and Procedural. The Elaborationist scale was marked by personalisation in writing and a dynamic conception of the composing…
Development and validation of an inventory to assess processes in college composition
A series of studies was conducted to design and validate a self-report instrument to assess patterns of strategy use in college composition - composing styles. Factor analysis of items derived from models of student learning yielded five scales: Elaborationist, Low Self-efficacy, Reflective-Revisionist, Spontaneous-Impulsive and Procedural. The Elaborationist scale was marked by personalisation in writing and a dynamic conception of the composing…
The writing approaches of secondary students
Background: Research with college students has supported a model of writing approaches that defines the relationship between a writer and writing task along a deep and surface process continuum (Biggs, 1988). Based on that model, Lavelle (1993) developed the Inventory of Processes in College Composition which reflects students' motives and strategies as related to writing outcomes. It is also important to define the approaches of secondary studen…
Writing style and the narrative essay
Background. Writing styles reflect the ways that writers think about themselves and about writing, as well as the pattern of strategies that writers consistently use to achieve their goals (Lavelle, 1993). Generally, writing styles may be considered along the deep/surface continuum with deep styles geared toward making a complex meaning beyond the given words, and surface writing reflecting a listing approach based on the reproduction of informat…
Development and validation of an inventory to assess processes in college composition
A series of studies was conducted to design and validate a self-report instrument to assess patterns of strategy use in college composition - composing styles. Factor analysis of items derived from models of student learning yielded five scales: Elaborationist, Low Self-efficacy, Reflective-Revisionist, Spontaneous-Impulsive and Procedural. The Elaborationist scale was marked by personalisation in writing and a dynamic conception of the composing…
Writing style and the narrative essay
Background. Writing styles reflect the ways that writers think about themselves and about writing, as well as the pattern of strategies that writers consistently use to achieve their goals (Lavelle, 1993). Generally, writing styles may be considered along the deep/surface continuum with deep styles geared toward making a complex meaning beyond the given words, and surface writing reflecting a listing approach based on the reproduction of informat…
Teaching writing to ESL graduate students
Background. Graduate students, especially those writing in a second language, have specific writing needs. Previous research suggests that intervention might be more didactic than writing instruction frequently is. Aims. 1. To adapt a knowledge x levels x process model of writing (Biggs & Moore, 1993) to conceptualise the writing needs of graduate students. Students need to know certain rhetorical knowledge, and to apply cognitive space‐saving st…
The writing approaches of secondary students
Background: Research with college students has supported a model of writing approaches that defines the relationship between a writer and writing task along a deep and surface process continuum (Biggs, 1988). Based on that model, Lavelle (1993) developed the Inventory of Processes in College Composition which reflects students' motives and strategies as related to writing outcomes. It is also important to define the approaches of secondary studen…
Composition (language) (4 works) · Psychology (4 works) · Linguistics (3 works) · Mathematics education (3 works) · Writing and Handwriting Education (3 works) · Discourse Analysis in Language Studies (2 works) · Writing process (2 works) · Academic writing (1 works) · Applied Psychology (1 works) · Apprehension (1 works)