Affect and Cognition in the Writing Processes of Eleventh Graders

Written Communication Oct 1991

Affect and Cognition in the Writing Processes of Eleventh Graders

LINDA MILLER CLEARY

Abstract

This article reports a study of the writing experience of 40 eleventh-grade writers and examines the social and pedagogical circumstances that contributed to limited concentration and limited motivation for their writing. Methodology included in-depth phenomenological interviewing, composing aloud exercises, and classroom observation; the data were analyzed using qualitative procedures. The study (a) defines and describes four different ways in which emotion disrupts cognition to intrude on concentration in writing, (b) investigates social issues and contextual events that precipitate this struggle with concentration, and (c) explores the effect that this struggle has on writing motivation. Pedagogy is discussed as it was experienced by the participants and as it related to concentration and motivation.

Journal: Written Communication
Published: 1991-10-01
DOI: 10.1177/0741088391008004003
Open Access: Closed
Topics: affect and writing

Citation Context

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Written Communication
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Research in the Teaching of English
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