Temporal Management of the Writing Process

Written Communication Jul 2014

Temporal Management of the Writing Process

Lucie Beauvais Laboratoire d’Étude des Mécanismes Cognitifs ; Monik Favart Université de Poitiers ; Jean-Michel Passerault Maison des Sciences sociales et des Humanités - Lyon St-Étienne ; Caroline Beauvais Université Paris 8

Abstract

We investigated changes across grades in the cognitive demands associated with the organizing subprocess of writing. A total of 85 fifth (age M = 10.8), 88 seventh (age M = 12.9), and 79 ninth (age M = 14.6) graders composed either a procedural text or an expository description on a digital tablet, on the basis of a “scrambled ideas” paradigm. The demands of organizing were measured in terms of time management (the time spent pausing and transcribing during text production). Our results suggest a developmental change in the on-line management of the organizing subprocess. Findings indicate that only pupils from ninth grade onward adapt their writing behavior to match the task demands. Results are discussed in light of Berninger and Swanson’s developmental model of writing.

Journal: Written Communication
Published: 2014-07-01
DOI: 10.1177/0741088314536361
Open Access: Closed
Topics: multimodality

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (5)

Haas (1989)

How the Writing Medium Shapes the Writing Process: Effects of Word Processing o…

Research in the Teaching of English
Haas et al. (1986)

What Did I Just Say? Reading Problems in Writing with the Machine

Research in the Teaching of English
Bamberg (1984)

Assessing Coherence: A Reanalysis of Essays Written for the National Assessment…

Research in the Teaching of English
Flower et al. (1981)

The Pregnant Pause: An Inquiry Into the Nature of Planning

Research in the Teaching of English
Matsuhashi (1981)

Pausing and Planning: The Tempo of Written Discourse Production

Research in the Teaching of English

Also cites 29 works outside this index ↓

10.1007/s11145-009-9191-9

↗
10.1037/a0022545

↗
10.1016/0749-596X(88)90054-X

↗
10.1007/BF01464073

↗
10.1016/0022-4405(95)00024-0

↗
10.1007/BF01027151

↗
10.3406/psy.2005.29706

↗
10.1007/BF03173256

↗
10.1037/0278-7393.13.1.18

↗
10.1007/s10936-006-9017-8

↗
10.1016/S0166-4115(08)61549-6

↗
10.1037/0022-0663.92.4.694

↗
10.1037/0022-0663.78.6.424

↗
10.3406/psy.1995.28844

↗
10.3917/ela.130.0187

↗
10.17239/jowr-2011.03.02.1

↗
10.1037/0278-7393.14.2.355

↗
10.2307/1423513

↗
10.1016/0010-0285(77)90006-8

↗
10.1016/0749-596X(86)90036-7

↗
10.1007/BF01464076

↗
10.1207/S15326985EP3501_3

↗
10.3406/reper.1991.2019

↗
10.1016/j.learninstruc.2008.05.005

↗
10.1017/S0142716408080284

↗
10.1080/10862969309547811

↗
10.1016/j.asw.2007.02.002

↗
10.1016/1041-6080(94)90016-7

↗
10.1037/0022-0663.85.1.152

↗

CrossRef global citation count: 5 View in citation network →