The Why of Cognition: Emotion and the Writing Process

Brand, Alice G.

doi:10.2307/357637

Cited by 50 publications

(26 citation statements)

References 11 publications

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“…These affective facets of writing support those researchers who speculate concerning the interaction between emotions and writing (Brand, 1987;Mcleod, 1991Mcleod, , 1997, and suggest that writing should be analyzed in terms of both the emotional states involved and the cognitive processes. We can ascribe student metaphoric references to the emotional aspects of writing to the fact that metaphors are grounded in subjective experience, emotion and imagination (Lakoff & Johnson, 1980) and reflect tacit, holistic, and authentic views which include an affective component -a component students might not wish to disclose or may even try to mask, if asked about it directly.…”

Section: Summary and Discussionmentioning

confidence: 52%

In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom

Levin

Wagner

2006

Instr Sci

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This article explores student views on writing as shown by the metaphors they use when asked to reflect on their own writing-to-learn tasks in the science classroom. The study examines the metaphors and metaphoric themes of 97 eighth grade students, discusses how they compare to important theories on writing to learn, and explores how student views on writing are affected by their classroom writing experiences. The study shows (1) that the identification of metaphors and clustering them around recurring themes can help to systematize the experiential meanings of writing with reference to four dimensions: cognitive, social, emotional and meta-cognitive; (2) that student views on writing correspond to various theoretical models, but are not identical to them; (3) that metaphor use is strongly affected by student writing experiences and that writingto-learn tasks, feedback and reflective writing greatly influence student views on writing; and finally, (4) the study found two multidimensional conceptualizations reflected in the student metaphors, corresponding to the constructivist and transmission views of teaching and learning.

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Section: Summary and Discussionmentioning

confidence: 52%

In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom

Levin

Wagner

2006

Instr Sci

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“…Though mind-body relations are addressed in very different ways, the body has not remained fully invisible in international literacy theory. US composition theorists, for instance, have long critiqued definitions of writing (such as those that position writing as a skill) that omit reference to the role of the affect (Brand 1987) and, on occasion, to the body (Perl 2004;Elbow 2012Elbow , 2008, in writing and its support. In recent times, the call to integrate the body into writing development has been re-issued in the United Kingdom as interest in the social aspects of writing have been placed firmly on the agenda by scholars working within fields such as New Literacy Studies or Academic Literacies (O'Connor and Petch 2012).…”

Section: Mind-body Relations In Writing Supportmentioning

confidence: 99%

‘Embodied writing support’: The importance of the body in engaging students with writing

Clughen

2014

Journal of Writing in Creative Practice

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embodied writing support': The importance of the body in engaging students with writing abstract Scholars from a wide range of disciplines -from linguistics, neuroscience and science to education, Sports and Leisure and telecommunications -have argued for the centrality of the body to effective learning environments. My contention in this article is that embracing the body is also crucial for creating empowering environments to support writing in UK Higher Education (HE). Drawing mainly on feminist theories of the body, I discuss how I have attempted to do this in my own work in academic literacy support with a specific consideration on the creation of supportive spaces for writing. The intention here is to theorize ways in which the body might relate to writing and to stimulate creative ideas about how this burgeoning field of 'embodied writing support' can be further developed.

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“…Although several studies have pointed out that verbal protocols may slow down cognitive processing (Brand, 1987;Cooper & Holzman, 1983;Nisbett & Wilson, 1977;North, 19871, a wide variety of verbal protocol data (Cumming, 1988;Ericsson & Simon, 1984;Flower & Hayes, 1983) has amply shown that verbalizing thought processes in no way deforms participants' natural processing. Nor was there any evidence that the thought processes of o u r 12 participants were altered or distorted by verbalizing during text production.…”

Section: Participantsmentioning

confidence: 99%

L1 and L2 Writers' Strategic and Linguistic Knowledge: A Model of Multiple‐Level Discourse Processing

1995

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This study compared the cognitive processing of 12 anglophone second‐year French undergraduate students who were prompted to write an argumentative text in both L1 (English) and L2 (French). The students' speaking aloud protocols and textual drafts provided the basis of collected data. In the first part of the study, the writers' planning, evaluation, and revision strategies were (a) analyzed in terms of the pragmatic., textual, and linguistic manifestations of these processes and (b) compared for differences in processing behaviors between their L1 and L2 writing. In the second part, we measured linguistic processing occurrences to analyze their effect on more global processing behaviors at the pragmatic and textual levels. The linguistic constraints imposed by the writers' knowledge of the second language (French) point toward some significant differences in discourse level processing between L1 and L2 writing behaviors. However, the results reveal that the state of the writers' strategic knowledge and capacity for meaningful multiple‐level discourse processing explains the constraining effects of linguistic processing on L2 written discourse production.

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The Why of Cognition: Emotion and the Writing Process

Cited by 50 publications

References 11 publications

In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom

In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom

‘Embodied writing support’: The importance of the body in engaging students with writing

L1 and L2 Writers' Strategic and Linguistic Knowledge: A Model of Multiple‐Level Discourse Processing

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