The relative ease of writing narrative texts

Kellogg, Ronald T.; Krueger, Merilee A.; Blair, Rose

doi:10.1037/e665402011-618

Cited by 2 publications

(2 citation statements)

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“…The same trend was found in the pilot study. However, another recent study (Kellogg, Krueger, & Blair, 1991) reported no differences in cognitive effort levels for planning, translating, and reviewing in narrative writing. Therefore, the present findings require replication to determine if the effect is robust.…”

Section: Discussionmentioning

confidence: 92%

Effects of a high information-processing load on the writing process and the story written

Penningroth¹,

Rosenberg²

1995

Applied Psycholinguistics

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The purpose of this study was to test how information-processing load affects the writing process (through thinking-aloud reports) and the story written. Information-processing load was increased by having subjects write to an ending sentence with more content constraints. Secondary reaction times were synchronized with thinking-aloud statements to yield a measure of cognitive effort for the components of the writing process and for the overall task. A high information-processing load led to lower rated story coherence, but not to lower rated quality. A high load did not increase overall cognitive effort, but changed the distribution of processing time, with more reviewing earlier. Results suggest that a high information-processing load altered the distribution of writing processes, which resulted in lower story coherence.

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Section: Discussionmentioning

confidence: 92%

Effects of a high information-processing load on the writing process and the story written

Penningroth¹,

Rosenberg²

1995

Applied Psycholinguistics

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“…The preponderance of research on college writing has addressed objective tasksterm papers, arguments, and reports with personal writing considered less rigorous than academic writing (cf. Kellog, Krueger & Blair 1991). Stotsky (1995) has even argued for de-emphasising personal writing in higher education.…”

Section: Discussionmentioning

confidence: 99%

Writing style and the narrative essay

Lavelle

1997

Brit J of Edu Psychol

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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 information. However, some students have adopted an Elaborative style reflecting a high degree of personal expression in writing. The Elaborative style employs a self‐referencing strategy — ‘Writing makes me feel good’, ‘I put a lot of myself in writing’ represents an affective dimension in writing — one geared toward personal meaning. Unfortunately, Elaborative writing is usually encouraged only in the composition class where it is considered a precursor to academic or objective composition. Aims. The purpose of this study was to examine the relationships among writing styles as measured by the Inventory of Processes in College Composition (Lavelle, 1993), writing apprehension, and writing performance on a personal narrative writing task. Given the self‐referencing strategy associated with the Elaborative style, it was hypothesised that Elaborative scale scores would predict narrative essay outcomes in terms of the degree of personal investment and complexity. Sample. The sample consisted of 74 college students enrolled in freshman composition, a general studies course at a medium size midwestem university in the United States. Methods. The Inventory of Processes in College Composition and the Daly Miller Writing Apprehension Test were administered to students during a regular, 50‐minute class period. Students also responded in essay format to a personal writing prompt: ‘My Most Unforgettable Character’. Results. Results support the Elaborative writing style as predictive of the degree of personal involvement in writing a narrative essay but not as predictive of the complexity of writing outcome. Writing apprehension in conjunction with Procedural scale score were predictive of the complexity of essay outcomes and Elaborative and Low self‐efficacy writing styles were predictive of writing apprehension. Conclusions. The Elaborative construct represents a highly personal and emotive approach to writing and learning and is useful in understanding writers' strengths and deficits. Elaborative writers were confident and highly invested in writing a brief narrative essay, but might be encouraged to be more planful in order to achieve a greater level of complexity. Writing apprehension has been supported as a multidimensional construct related to writing self‐efficacy. Implications for instruction include offering a wide range of writing assignments, emphasis on reflection and planning, and consideration of narrative writing as an educational tool in content areas.

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The relative ease of writing narrative texts

Cited by 2 publications

References 0 publications

Effects of a high information-processing load on the writing process and the story written

Effects of a high information-processing load on the writing process and the story written

Writing style and the narrative essay

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