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Writing Process (writing + process)

Distribution by Scientific Domains

Education	53%
Humanities and Social Sciences	26%
Medical Sciences	20%

Selected Abstracts

Writing Process and Progress: Where Do We Go from Here?

ENGLISH IN EDUCATION, Issue 1 2001
Mary Hilton
Abstract This article examines the rationale behind the government's methods for raising standards in writing at Key Stage 2. Firstly there is a renewed drive to teach discrete units of sentence grammar. Secondly there is a fresh commitment to shared and guided writing. But, because it is envisaged that these teacher-led sessions will take up at least half of the Literacy Hour two or three times a week, both these aims will lead to a diminution of time for written composition by the children themselves. This is in accordance with new criticisms by NLS policy makers of the model of ,process' embedded in the National Curriculum, particularly the idea of creative pre-writing activities and sustained independent writing. The article goes on to argue that these new measures ignore research on the ways children learn to write and will not lead to a rise in standards. [source]

Strategies for Managing Barriers to the Writing Process

NURSING FORUM, Issue 4 2000
Celia E. Wills RN
Publication is essential to advancing nursing knowledge for clinical practice, but relatively few nurses publish the results of their research or other writings about clinical practice issues. This article identifies some common barriers to writing for publication-personal factors, such as inadequate knowledge and writing skills, lack of confidence, and low motivation for writing for publication; and situational factors, such as limited time, energy, and other resources constraints-and discusses strategies for managing such barriers. Key words: [source]

Using the Computer to Compare Foreign and Native Language Writing Processes: A Statistical and Case Study Approach

MODERN LANGUAGE JOURNAL, Issue 2 2000
Helga Thorson
Writing process research has attracted significant attention in English composition studies. However, much less research exists on the relationship between foreign language (FL) and first language (L1) writing processes. This study focuses on whether university students studying a FL (in this case German) at an American university use the same processes and writing strategies in FL and L1 writing in two different genres (letter and article). Using a computerized tracking device, individual writing sessions were analyzed through statistical techniques and individual case studies. Statistical results provided evidence that students wrote less, but revised more, when writing in the FL than in the L1. In their L1, students tended to revise less in the letter genre than when writing an article. The author advocates using the computer for writing process research, given that it is an unobtrusive and efficient method of data collection and because it provides researchers with an easy way to replicate research and to share data. [source]

Writing the "Show,Me" Standards: Teacher Professionalism and Political Control in U.S. State Curriculum Policy

CURRICULUM INQUIRY, Issue 3 2002
Margaret Placier
This qualitative case study analyzes the process of writing academic standards in one U.S. state, Missouri. The researchers took a critical pragmatic approach, which entailed close examination of the intentions and interactions of various participants in the writing process (teachers, politicians, business leaders, the public), in order to understand the text that was finally produced. School reform legislation delegated responsibility for writing the standards to a teacher work group, but the teachers found that their "professional" status and their intention to write standards that reflected a "constructivist" view of knowledge would meet with opposition. Politicians, who held different assumptions about the audience, organization, and content of the standards, exercised their greater power to control the outcome of the process. As the researchers analyzed public records and documents generated during the writing process, they constructed a chronological narrative detailing points of tension among political actors. From the narrative, they identified four conflicts that significantly influenced the final wording of the standards. They argue that as a consequence of these conflicts, Missouri's standards are characterized by a dichotomous view of content and process; bland, seemingly value,neutral language; and lack of specificity. Such conflicts and outcomes are not limited to this context. A comparative, international perspective shows that they seem to occur when groups in societies marked by political conflicts over education attempt to codify what "all students should know." [source]

Writing as Inquiry: Storying the Teaching Self in Writing Workshops

CURRICULUM INQUIRY, Issue 4 2002
Freema Elbaz, Luwisch
Recent research demonstrates that the process of telling and writing personal stories is a powerful means of fostering teachers' professional growth (Connelly & Clandinin, 1995; Conle, 1996; Diamond, 1994; Heikkinen, 1998; Kelchtermans, 1993). This article aims to further understanding of writing in the development of teachers' narratives of practice, and to critically examine the potential of the writing workshop as a space where diverse voices can find expression. I take up a narrative perspective, seeing the practice of teaching as constructed when teachers tell and live out particular stories. I examine the autobiographic writing of teachers who participated in a graduate course on autobiography and professional development, drawing on phenomenological (Van Manen, 1990) and narrative methods (Mishler, 1986) and attending to issues of voice (Raymond, Butt, & Townsend, 1992, Brown & Gilligan, 1992) and "restorying" (Clandinin & Connelly, 1996, 1998). The main questions addressed are how do teachers narratively construct their own development and how does the university context, usually construed as a locus of knowledge transmission, function as a framework for the processes of storytelling, reflection, and restorying of experience and for the elaboration by teachers of an internally persuasive discourse (Bakhtin, 1981)? The article describes the experience of the course and the various uses to which participants put autobiographic writing; the range of voices used in the writing is indicated. Three "moments" in the writing process are discussed: describing, storying, and questioning, moments that, taken together, are seen to make up the restorying process. The conclusions point to limitations and possibilities of writing in the academic setting, in particular the place of theory in helping to draw out teachers' voices. [source]

Text as design, writers as designers

ENGLISH IN EDUCATION, Issue 2 2005
Ian Maun
Abstract Acknowledging the changing nature of writing in the 21st century, particularly the increasing significance of visual characteristics in written texts, this paper explores the implications of multimodality for the pedagogy of writing. It considers the potential disjunction between children's life experiences of written texts and the demands of the writing curriculum, particularly in the secondary phase, and whilst arguing for greater recognition of the role of the visual, the paper also notes the importance of ensuring all children also have access to powerful verbal texts. Drawing on two separate research studies, the paper demonstrates how visual characteristics of written texts influence readers' responses to texts, but also how writers are aware of some of the choices they make in shaping verbal texts. The paper argues for a reconceptualisation of the writing process as a design process, and for a pedagogy of writing which encourages, supports and enables writers to become confident and effective designers of texts. [source]

Not so Exquisite Corpses: Character Invention and Development in the Creative Writing Class

ENGLISH IN EDUCATION, Issue 3 2001
Peter Wilson
Abstract A method of helping students to invent characters is described in the context of a creative writing workshop for undergraduates. Using the surrealist technique of ,exquisite corpses', students draw composite characters for which they can write a profile. Student work is used to illustrate how such characters feed into the story writing process. [source]

Technology in nursing scholarship: Use of citation reference managers

INTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 3 2007
Cheryl M. Smith
ABSTRACT:, Nurses, especially those in academia, feel the pressure to publish but have a limited time to write. One of the more time-consuming and frustrating tasks of research, and subsequent publications, is the collection and organization of accurate citations of sources of information. The purpose of this article is to discuss three types of citation reference managers (personal bibliographic software) and how their use can provide consistency and accuracy in recording all the information needed for the research and writing process. The advantages and disadvantages of three software programs, EndNote, Reference Manager, and ProCite, are discussed. These three software products have a variety of options that can be used in personal data management to assist researchers in becoming published authors. [source]

Writing with young children: a comparison of paternal and maternal guidance

JOURNAL OF RESEARCH IN READING, Issue 1 2010
Dorit Aram
The increasing involvement of fathers in active parenthood raises questions concerning their parenting style. This study compared mothers and fathers in their writing interactions with their young children, exploring how parents' writing guidance related to children's early literacy. Mothers and fathers of 51 kindergarteners were videotaped separately at home while writing words with their child. Video analysis assessed measures of parental guidance specifically in the writing process and guidance measures that characterised teaching interactions in general. Children's early literacy was assessed. A family style of guidance emerged, where a parent's guidance resembled the spouse's. Moreover, both parents' guidance correlated significantly with children's early literacy. Still, mothers scored higher than fathers on both the writing and the more general guidance measures. The study suggests that encouraging both parents to write with their children, while supplying them with productive methods for guidance, can enhance children's literacy competencies. [source]

Constructing press releases, constructing quotations: A case study

JOURNAL OF SOCIOLINGUISTICS, Issue 2 2003
Kim Sleurs
This paper reports on empirical research into how press releases are being constructed. It starts from previous discourse-analytic work which has pointed to the ,preformulated' nature of press releases: in particular, it has been shown that through a number of metapragmatic features press releases can easily be copied by journalists in their own news reporting. In this paper we set out to subject one of these features, viz. pseudo-quotations (or so-called constructed direct speech), to a further empirical study, in which we scrutinize the process of constructing the press releases. We propose a detailed analysis of this process by combining ethnographic fieldwork with some of the methodology of cognitive psychology, including think-aloud protocols and on-line registration of the writing process. On the basis of this case study it is concluded that the design and functions of quotations in press releases are more complex than has been assumed so far. In addition, our preliminary results indicate that the combination of methods that we propose in this paper provides a sound starting point for both quantitative and qualitative analysis, allowing for a detailed analysis and interpretation of how press releases are being constructed. [source]

Young Writers and the Nursery Rhyme Genre

LITERACY, Issue 1 2000
Janet Evans
This paper investigates children's interest in the nursery rhyme genre whilst at the same time considers how children can be encouraged to write reflectively if they are working on something that both stimulates and motivates them to want to write. After reading a story book of nursery rhymes, a group of Y2 children were encouraged to consider what other adventures some of the main rhyme characters might have. By talking about the rhymes, seeing an expert writer modelling the writing process and writing collaboratively with their teacher and with each other, the children wrote an "alternative" nursery rhyme book. They began to see writing as a long term process which is recursive, takes time and effort but which is also very rewarding especially when published in the form of a book. [source]

Where Public and Private Intersect: The Intermingling of Spheres in Christa Wolf's Ein Tag im Jahr

ORBIS LITERARUM, Issue 4 2005
Carol Anne Costabile-Heming
In Ein Tag im Jahr 1960,2000 (2003), Christa Wolf offers readers another example of her pursuit of ,subjective Authentizität.' Wolf's compilation of diary-like texts records routine daily activities, including notes about her dreams, references to newspaper headlines and global events, and conversations with friends, family, and important political functionaries. Interwoven with the mundane are detailed descriptions of the writing process as well as constant reassessments of prior fictional texts and essays. Through the juxtaposition of objective and subjective moments and the recording of routine external details coupled with extensive introspection, Wolf intermingles her private domain with the public sphere of GDR culture. This essay addresses the way that this text ruptures the traditional genre boundaries of diary and autobiography, expands pre-conceived notions of the public sphere and substantively contributes to a redrawing of Wolf's public image. The autobiographical nature of this work enables an investigation of the intersection of Wolf's private life with the public sphere of GDR culture, adding a new dimension to prior understandings of her literary texts within an autobiographical context, making apparent how indivisible the public and private are for understanding Wolf and her works. [source]

Prescriptions for Schedule II Opioids and Benzodiazepines Increase after the Introduction of Computer-generated Prescriptions

ACADEMIC EMERGENCY MEDICINE, Issue 6 2009
Genevieve McGerald DO
Abstract Background:, Prescriptions for controlled substances decrease when regulatory barriers are put in place. The converse has not been studied. Objectives:, The objective was to determine whether a less complicated prescription writing process is associated with a change in the prescribing patterns of controlled substances in the emergency department (ED). Methods:, The authors conducted a retrospective nonconcurrent cohort study of all patients seen in an adult ED between April 19, 2005, and April 18, 2007, who were discharged with a prescription. Prior to April 19, 2006, a specialized prescription form stored in a locked cabinet was obtained from the nursing staff to write a prescription for benzodiazepines or Schedule II opioids. After April 19, 2006, New York State mandated that all prescriptions, regardless of schedule classification, be generated on a specialized bar-coded prescription form. The main outcome of the study was to compare the proportion of Schedule III,V opioids to Schedule II opioids and benzodiazepines prescribed in the ED before and after the introduction of a less cumbersome prescription writing process. Results:, Of the 26,638 charts reviewed, 2.1% of the total number of prescriptions generated were for a Schedule II controlled opioid before the new system was implemented compared to 13.6% after (odds ratio [OR] = 7.3, 95% confidence interval [CI] = 6.4 to 8.4). The corresponding percentages for Schedule III,V opioids were 29.9% to 18.1% (OR = 0.52, 95% CI = 0.49 to 0.55) and for benzodiazepines 1.4% to 3.9% (OR = 2.8, 95% CI = 2.4 to 3.4). Conclusions:, Patients were more likely to receive a prescription for a Schedule II opioid or a benzodiazepine after a more streamlined computer-generated prescription writing process was introduced in this ED. [source]

Speaking versus typing: a case-study of the effects of using voice-recognition software on academic correspondence

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2003
James Hartley
This paper contributes to the discussion about the effects of new technology on writing by assessing whether or not an experienced writer's style of writing changes when a new technology is introduced. 14 typed word-processed letters from ES to JH were compared with 14 dictated word-processed letters from ES after he had changed to using a voice-recognition system (Dragon Naturally Speaking). The results showed that, although there were large differences between the methods and experience of writing with the two technologies, there were no significant differences between the average letter lengths, numbers of paragraphs written and number of sentences used in each group of letters. Nor were there any significant differences in terms of readability, or typographical and grammatical errors. However, the dictated letters did have significantly shorter sentences, significantly fewer particularly long sentences (ie, those containing more than 50 words), and used the first-person pronoun more frequently. The overall results thus indicate that using the voice-recognition software had only marginal effects upon the written products, despite the fact that it had a strong effect on ES's experience of the writing process. [source]