Effects of planning strategies on writing dynamics and final texts

Limpo, Teresa; Alves, Rui A.

doi:10.1016/j.actpsy.2018.06.001

Cited by 27 publications

(32 citation statements)

References 49 publications

(160 reference statements)

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“…Initial planning before writing leads to higher quality texts in L1, but might be attributed to longer time on task (Ellis & Yuan, 2004;Johnson, Mercado, & Acevedo, 2012). Furthermore, planning tends to increase the writing fluency (i.e., production rate per minute; De Smet et al 2014;Limpo & Alves, 2018). In L2, preplanning has a beneficial effect on fluency (Ellis & Yuan, 2004;Johnson, Mercado, & Acevedo, 2012) and linguistic complexity (Ellis & Yuan, 2004).…”

Section: Discussionmentioning

confidence: 99%

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

Leijten

Waes

Schrijver

et al. 2019

Stud Second Lang Acquis

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This article examines how master’s students consult and process sources in source-based writing tasks in L1 and L2. Two hundred eighty master’s students wrote a text in their L1 (Dutch) and L2 (English) at the beginning and end of the academic year. They wrote these texts based on three sources: a report, a web text, and a newspaper article. Their writing processes were registered using the Inputlog keylogging program. This allowed us to determine how much time the students spent reading the sources, when they did so, which sources they consulted most frequently, and how often they switched between the various (types of) sources. The quality of the texts was assessed holistically using pairwise comparisons (D-pac). Confirmative factor analysis showed three components to be relevant to describe source use in L1 and L2 writing: (a) initial reading time, (b) interaction with sources, and (c) the degree of variance in source use throughout the writing process. Individual text quality remained stable in L1 and L2 throughout the academic year. Structural equation modeling showed that the approach in source use, especially source interaction, is correlated with text quality, but in L1 only.

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Section: Discussionmentioning

confidence: 99%

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

Leijten

Waes

Schrijver

et al. 2019

Stud Second Lang Acquis

View full text Add to dashboard Cite

show abstract

“…These prewriting planning activities reduce demands on the writers 21 working memory, thereby providing the writer with greater scope to devote time to 22 translation and transcription resulting in increased writing fluency and higher ratings of text 23 quality (Kellogg, 2008). Prewriting planning in college students has been shown to 24 Children's planning for writing: impact on writing performance 5 consistently improve holistic writing quality (Kellogg 1988(Kellogg , 1990, including both the 1 fluency and the syntactic complexity of the texts produced (Limpo & Alves, 2018). 2…”

Section: Planning For Writingmentioning

confidence: 99%

“…Understanding the factors that underpin children’s writing development continues to raise challenges for researchers (Graham, 2018) and practitioners (Limpo & Alves, 2018). The complexity of the writing process and the diverse methods used to examine children’s writing products often lead to studies that focus on the written product and, at least in the initial stages of writing, transcription skills (Berninger et al, 1992; Graham, Berninger, Abbott, Abbott, & Whitaker, 1997).…”

mentioning

confidence: 99%

Children’s Plans for Writing: Characteristics and Impact on Writing Performance

Llauradó

Dockrell

2019

Journal of Literacy Research

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2Planning plays an important role in the production of children's written texts. Yet little is 3 known about why children plan and the plans they create when they are not explicitly 4 instructed in planning activities. The current study explores the plans that elementary school 5 children create before writing a text. We compared performance of children educated in 6Catalan and in English (UK) to capture contextual differences and examined whether the 7 plans children produced were related to their language and reading skills. We captured 8 developmental differences by examining performance in Years 1, 3 and 5. Children of all 9 ages in elementary school produced plans before writing either by producing a draft of the 10 text or generating content and structure in the form of organisers. The types of plan produced 11 changed with age and was influenced by the children's educational context. These plans were 12 not associated with either the length or the quality of the children's written text. Nor were 13 language, reading and transcription skills associated with the plans produced. However, plans 14 differed significantly across educational contexts. The results indicate that school instruction 15 is important for the production of plans and , at this stage in development, children's self 16 generated plans do not impact on the texts produced. 17

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“…Habitualmente, a qualidade de ortografia relaciona-se com a qualidade textual (Graham & Harris, 2000;Limpo & Alves, 2018). Encontramos, também, correlação entre ortografia e qualidade textual, mas somente nos GC.…”

Section: Discussão Dos Resultadosunclassified

A função epistémica da escrita: aprendizagens de conteúdos e de escrita associadas ao trabalho de projeto em Estudo do Meio

Costa-Pereira

Faria

Sousa

2019

Acta Sci. Lang. Cult.

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A escrita pode ser um instrumento para comunicar ou para aprender. Cada vez mais a investigação enfatiza a função epistémica da escrita. Neste estudo avalia-se a eficácia de um programa de intervenção em escrita para aprender os conteúdos de Estudo do Meio: analisam-se a construção de conhecimentos em conteúdos de Estudo do Meio e as habilidades desenvolvidas em escrita. Trata-se de uma pesquisa quase-experimental com grupo de controlo (GC) e grupo experimental (GE), realizada no 4º ano de escolaridade num agrupamento TEIP (Território Educativo de Intervenção Prioritária) na área da grande Lisboa. Optou-se por uma abordagem de trabalho de projeto no GE, com foco na escrita de textos expositivos. Os resultados mostram que a intervenção foi uma mais-valia em termos de aprendizagem, existindo diferenças significativas entre os alunos do GE e dos GC. As crianças do GE, ao mesmo tempo que aprenderam os conteúdos de Estudo do Meio, desenvolveram competências de escrita – conhecimentos de texto e consciência metatextual-, mas também de trabalho colaborativo. A análise dos resultados apoia a ideia de que escrever para aprender tem efeitos positivos sobre os conteúdos disciplinares, sobre a qualidade de escrita, o saber descrever e explicar e a ortografia. Os resultados têm implicações para as práticas de sala de aula dado que o trabalho realizado mostrou promover competências de literacia, construção de conhecimento e, ainda, favorecer uma maior autonomia, motivação e responsabilidade dos alunos.

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Effects of planning strategies on writing dynamics and final texts

Cited by 27 publications

References 49 publications

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

Children’s Plans for Writing: Characteristics and Impact on Writing Performance

A função epistémica da escrita: aprendizagens de conteúdos e de escrita associadas ao trabalho de projeto em Estudo do Meio

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