Writing plan quality: Relevance to writing scores

Chai, Constance

doi:10.1016/j.asw.2007.01.001

Cited by 14 publications

(11 citation statements)

References 21 publications

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“…During that long prewriting pause, the students in Experiment 2 presumably set goals that matched task demands and adopted the same strategy that they ordinarily used, but with these different goals. Finally, it should be noted that the beneficial effect of spacing out the conceptual component of the writing task on text quality confirms previous findings (Carey, Flower, Hayes, Schriver, & Haas, 1989; Chai, 2006; Ferrari, Bouffard, & Rainville, 1998).…”

Section: General Discussion and Conclusionsupporting

confidence: 89%

Why are some texts good and others not? Relationship between text quality and management of the writing processes.

Beauvais

Olive

Passerault

2011

Journal of Educational Psychology

125

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Two experiments examined whether text quality is related to online management of the writing processes. Experiment 1 focused on the relationship between online management and text quality in narrative and argumentative texts. Experiment 2 investigated how this relationship might be affected by a goal emphasizing text quality. In both experiments, psychology students were instructed to think aloud while composing their tex:s. Reaction times to auditory probes were also collected to reflect writers' cognitive effort. Two sets of variables were measured: general temporal indicators (fluency, prewriting pause) and online management of writing processes (number, mean length of episodes). Finally, text quality was assessed. As expected, results conflrmed that narrative and argumentative texts are composed using different su-ategies. Students also composed better texts when a quality-based goal had been set. The main reliable indicator of text quality was an increase of the prewriting pause and of planning processes. These findings indicate that writers tailor their writing behavior to match the type and quality of the text they are asked to produce. These results are discussed in the light of interventions and recommendaüons in the classroom.

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Section: General Discussion and Conclusionsupporting

confidence: 89%

Why are some texts good and others not? Relationship between text quality and management of the writing processes.

Beauvais

Olive

Passerault

2011

Journal of Educational Psychology

125

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“…This interpretation has been supported by Chai (2006) and, more recently, Joaquin, Kim, and Shin (2016). Chai (2006) examined opinion essays from primary and secondary students in Western Canada by categorizing the plans into five levels of elaboration based on a rater's holistic assessment among other criteria included in her study.…”

Section: Research On Planning and Note-takingmentioning

confidence: 66%

“…First, writing teachers generally encourage their students to plan their texts before students start writing because it is believed that this will lead to higher quality texts. Research on writing plans and the relationship to text quality revealed support for this practice: more elaborated writing plans and more ideas generated prior to writing are associated with measures of writing quality (Abrams & Byrd, 2016;Chai, 2006;Joaquin et al, 2016). Although our study focused on a different aspect of students' prewriting notes, it too provides evidence to support practices encouraged by teachers in L2 writing classes.…”

Section: Discussionmentioning

confidence: 99%

“…Chai (2006) examined opinion essays from primary and secondary students in Western Canada by categorizing the plans into five levels of elaboration based on a rater's holistic assessment among other criteria included in her study. Although few students made elaborate plans, she reported an almost step-wise positive relationship between the amount of elaboration and mean writing scores in each grade; however, there was only a significant difference between levels of elaboration in Grade 4 (Chai, 2006). Joaquin and colleagues (2016) analyzed the L2 planning and writing of opinion essays by university students.…”

Section: Research On Planning and Note-takingmentioning

confidence: 99%

See 1 more Smart Citation

Does the Quality of Source Notes Matter? An Exploratory Study of Source-based Academic Writing

Neumann¹,

Leu²,

McDonough³

et al. 2020

TESL Canada

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Integrated writing tasks have increased in popularity in second language writing classrooms. Extensive research on these tasks has examined the challenges that students face when completing such tasks. One significant challenge is the transformation of source language use when students integrate source information into their own essays. However, little is known about the relationship between students’ source notes and the quality of the essays that they produce. This exploratory study examined this issue by investigating the relationship between characteristics of English for academic purposes (EAP) students’ notes (N = 24) and their essay scores. The students’ notes were coded in terms of how they appropriated information from the source texts using four categories: copied, copied with changes, copied with gaps, and paraphrased. A multiple linear regression revealed that essay scores were predicted by the degree to which the students transformed source language and avoided copying. The implications of these findings for second language (L2) writing pedagogy and assessment are discussed. Les tâches de rédaction intégrée deviennent de plus en plus populaires dans les classes de rédaction en seconde langue. Ces tâches ont fait l’objet de nombreuses recherches qui ont étudié les défis auxquels font face les étudiants lorsqu’ils les exécutent. Un défi de taille est la transformation de l’utilisation de la langue source lorsque les étudiants intègrent l’information tirée des sources dans leurs rédactions. Cependant, on ne sait pas grand chose sur la relation entre les notes des étudiants provenant des sources et la qualité des rédactions qu’ils produisent. Cette étude exploratoire s’est intéressée à ce problème étudiant la relation entre les caractéris- tiques des notes des étudiants dans les cours d’anglais académique (N = 24) et les notes obtenues pour leurs rédactions. Les notes des étudiants ont été classées en quatre catégories selon la façon dont ils s’appropriaient l’information des textes sources : copiées, copiées avec des changements, copiées avec des lacunes et para- phrasées. Une régression multiple linéaire a révélé que les notes obtenues pour les rédactions étaient prédites par le degré auquel les étudiants avaient transformé la langue source et avaient évité de copier. On discute des implications de ces résultats pour la pédagogie et l’évaluation de la rédaction en langue seconde (L 2).

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“…This kind of task exploits the aforementioned GS affordances. Moreover, according to Chai (2006), writing performance is highly relevant to the planning activity, regardless of the learners' language proficiency. Students can benefit from articulating their ideas as they organize the task, plan the content, and air their viewpoints about the audience, purpose, and form of their text.…”

Section: Participantsmentioning

confidence: 98%

Appropriation of a representational tool in a second-language classroom

Wen

Looi

Chen

2015

Intern. J. Comput.-Support. Collab. Learn.

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While the affordances of face-to-face and online environments have been studied somewhat extensively, there is relatively less research on how technology-mediated learning takes place across multiple media in the networked classroom environment where face-to-face and online interactions are intertwined, especially in the context of language learning. This case study contextually investigates the appropriation of a representational tool by students in small groups, in the context of collaborative second language writing activities. In this paper, micro-analysis of cross-media interactions is deployed to unravel how different groups of students evolve alternative approaches to appropriating the technology. The study explores the beneficial affordances of a representational tool that supplement face-to-face communication for second language learning, and draws implications for the design of collaborative L2 learning in networked classrooms.

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Writing plan quality: Relevance to writing scores

Cited by 14 publications

References 21 publications

Why are some texts good and others not? Relationship between text quality and management of the writing processes.

Why are some texts good and others not? Relationship between text quality and management of the writing processes.

Does the Quality of Source Notes Matter? An Exploratory Study of Source-based Academic Writing

Appropriation of a representational tool in a second-language classroom

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