The effects of adapting a writing course to students' writing strategies

British Journal of Educational Psychology

Volumn 77, Issue 3, 2007, Pages 565-578

  Kieft, Marleen ^a   Rijlaarsdam, Gert ^a   Galbraith, David ^b   Van Bergh, Huub Den ^c  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

^b STAFFORDSHIRE UNIVERSITY   (United Kingdom)

^c UTRECHT UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; FEMALE; HUMAN; LEARNING; MALE; MOTIVATION; QUESTIONNAIRE; STUDENT; WRITING;

FEMALE; GOALS; HUMANS; LEARNING; MALE; QUESTIONNAIRES; STUDENTS; WRITING;

EID: 35348834075     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/096317906X120231     Document Type: Article

References (25)

1. Berninger, V., Fuller, F., & Whitaker, D. (1996). A process model of writing development across the life span. Educational Psychology Review, 8, 193-218.
2. Berninger, V., Whitaker, D., Feng, Y., Swanson, H. L., & Abbott, R. (1996). Assessment of planning, translating, and revising in junior high writers. Journal of School Psychology, 34, 23-52.
3. Elbow, P. (1973). Writing without teachers. New York: Oxford University Press.
4. Galbraith, D. & Torrance, M. (2004). Revision in the context of different drafting strategies. In G. Rijlaarsdam (Series Ed.), L. Allai, L. Chanquoy, & P. Largy (Vol. Eds.), Studies in Writing: Vol. 13. Revision: Cognitive and Instructional Processes (pp. 63-85). Dordrecht: Kluwer Academic Publishers.
5. Hartley, J., & Branthwaite, A. (1989). The psychologist as wordsmith: A questionnaire study of the writing strategies of productive British psychologists. Higher Education, 18, 423-497.
6. Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing: An interdisciplinary approach (pp. 3-30). Hillsdale, NJ: Erlbaum.
7. Janssen, T., & Overmaat, M. (1990). Tekstopbouw en stelvaardigheid. Een onderzoek naar de effecten van twee experimentele methoden voor tekstopbouw. [Text structure and writing competence. A study on the effects of two experimental methods for text structure.] Amsterdam: Swets & Zeitlinger.
8. Kellogg, R. T. (1988). Attentional overload and writing performance: Effects of rough draft and outline strategies. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 355-365.
9. Kellogg, R. T. (1994). The psychology of writing. New York: Oxford University Press.
10. Kieft, M. & Rijlaarsdam, G. (2002, July). Writing about literature in modern textbooks: An analysis and proposal. Paper presented at Writing 02. 8th International Conference of the Special Interest Group Writing of the European Association for Research on Learning and Instruction, Stafford, England.
11. Kieft, M., Rijlaarsdam, G., & Van den Bergh, H. (2006). Writing as a learning tool: Testing the role of students' writing strategies. European Journal of Psychology of Education, 12(1), 17-34.
12. Lavelle, E., Smith, J., & O'Ryan, L. (2002). The writing approaches of secondary students. British Journal of Educational Psychology, 72, 399-418.
13. Leijten, M. & Van Waes, L. (2005). Inputlog: A logging tool for the research of writing processes. Research Paper, University of Antwerp.
14. Levy, C. M., & Ransdell, S. (1996). Writing signatures. In C. M. Levy & S. Ransdell (Eds.), The science of writing. Theories, methods, individual differences and applications (pp. 149-161). Mahwah, NJ: Erlbaum.
15. Little, R. J. A., & Rubin, D. B. (1987). Statistical analysis with missing data. New York: Wiley.
16. McCutchen, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8, 299-325.
17. McCutchen, D., Covill, A., Hoyne, S. H., & Mildes, K. (1994). Individual differences in writing: Implications of translating fluency. Journal of Educational Psychology, 86, 256-266.
18. Oostdam, R. (2005). Assessment of argumentative writing. In G. Rijlaarsdam (Series Ed.), G. Rijlaarsdam, H. van den Bergh, & M. Couzijn (Vol. Eds.), Effective learning and teaching of writing. A handbook of writing in education (2nd ed., pp. 427-442). Dordrecht: Kluwer Academic Publishers.
19. Piolat, A., & Roussey, J. Y. (1996). Students' drafting strategies and text quality. Learning and Instruction, 6, 111-129.
20. Skeans, S. (2000). Reading. . .with pen in hand! English Journal, 89, 69-72.
21. Torrance, M., Thomas, G. V., & Robinson, E. J. (1994). The writing strategies of graduate research students in the social sciences. Higher Education, 27, 379-392.
22. Torrance, M., Thomas, G. V., & Robinson, E. J. (1999). Individual differences in the writing behaviour of undergraduate students. British Journal of Educational Psychology, 69, 189-199.
23. Torrance, M., Thomas, G. V., & Robinson, E. J. (2000). Individual differences in undergraduate essay-writing strategies: A longitudinal study. Higher Education, 39, 181-200.
24. Van Eemeren, F. H., & Grootendorst, R. (1992). Argumentation, communication, and fallacies. Hillsdale, NJ: Erlbaum.
25. Whitaker, D., Berninger, V., Johnston, J., & Swanson, H. L. (1994). Intraindividual differences in levels of language in intermediate grade writers: Implications for the translating process. Learning and Individual Differences, 6, 107-130.