Chapter 2.02.04: Relationship Between Text Quality and Management of the Writing Processes

2012 ◽  
pp. 187-189
Keyword(s):  
Writing Processes ◽  
Text Quality

Intra- en Intertalige Transfer Van Schrijfvaardig-Heidsonderwijs

1991 ◽  
Vol 40 ◽  
pp. 9-22
Author(s):  
Gert Rijlaarsdam
Keyword(s):  
L2 Writing ◽  
The Other ◽  
Teaching Writing ◽  
Writing Processes ◽  
Text Quality ◽  
Cognitive Activities ◽  
The Relationship ◽  
Writing Curricula

The results of two studies on writing processes are discussed. One study is about the relationship between cognitive activities and text quality in L1, the other on the relationship between Ll-writing profiency and cognitive activities during L2-writing tasks. It is argued that writing tasks in L2 should be more than mere formulating tasks and that both in L1 and in L2 teaching writing curricula should be organized around cognitive and meta-cognitive activities as generating, organizing, monitoring and evaluating in order to, reach intralingual and interlingual transfer of those activities.

scholarly journals The invisible supporters

AILA Review ◽  
2020 ◽  
Vol 33 ◽  
pp. 21-46
Author(s):  
Eva-Maria Jakobs ◽  
Claas Digmayer
Keyword(s):  
Written Feedback ◽  
Feedback Process ◽  
University Of Texas ◽  
Staff Members ◽  
Writing Processes ◽  
Text Quality ◽  
The Us ◽  
The University

Abstract This article examines how written feedback is used to support the production of texts for purposes of reuse. The case study refers to an entrepreneur training program at the University of Texas at Austin. In the program, Korean startups are trained in understanding the US market, and developing pitches that convince US investors. They are supported by Quicklook® reports. A Quicklook report delivers snapshots of the market receptivity for the startup’s product. Market analysts write the reports. In the final stage of drafting, program staff members supervise the report author. This study investigates how supervisors use commenting and how the goal of creating a highly reusable text source guides the feedback process. The database was examined quantitatively (frequency of drafting and commenting) and qualitatively (functional comment types). The results offer valuable insights into actual writing processes in business settings and how professionals interact to ensure a reusable product. The findings indicate a broad range of comment functions. Overall, we distinguish two main categories: feedback activities focusing on Quicklook reports as reusable resource, and feedback activities focusing on collaboration and workflow. Each category includes functional comment types. Further research is needed to learn more about professional strategies of reflecting on text quality, the quality of assessments, or the ratio between detected and real deficiencies of a document.

Relations Between Writing Processes and Text Quality: When and How?

1994 ◽  
Vol 12 (2) ◽  
pp. 103-123 ◽  
Author(s):  
Iris Breetvelt ◽  
Huub van den Bergh ◽  
Gert Rijlaarsdam
Keyword(s):  
Writing Processes ◽  
Text Quality

scholarly journals Discovery Through Writing: Relationships with Writing Processes and Text Quality

2018 ◽  
Vol 36 (3) ◽  
pp. 199-223 ◽  
Author(s):  
Veerle M. Baaijen ◽  
David Galbraith
Keyword(s):  
Writing Processes ◽  
Text Quality

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

2011 ◽  
Vol 103 (2) ◽  
pp. 415-428 ◽  
Author(s):  
Caroline Beauvais ◽  
Thierry Olive ◽  
Jean-Michel Passerault
Keyword(s):  
Writing Processes ◽  
Text Quality

Translanguaging for Cognitive Relief in FL Academic Writing

2020 ◽  
Vol 10 ◽  
Author(s):  
Ina Alexandra Machura
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Tertiary Education ◽  
Writing Processes ◽  
Academic Texts ◽  
Text Quality ◽  
Writing Beliefs ◽  
Education Academic ◽  
English Students

In the present study, two groups of German undergraduates taking a course in English Linguistics at a midwestern German university were compared in terms of their attitudes towards translanguaging, their translanguaging behaviour during foreign-language academic writing processes, and the quality of their foreign-language texts. One group was taught with a translanguaging teaching approach, the other group was taught monolingually in English. Students in the translanguaging group became aware of the benefits translanguaging can have during foreign-language academic writing processes. Students’ translanguaging behaviour during foreign-language academic writing is discussed in two case studies. Importantly, more students in the translanguaging than in the English group improved their ability to distinguish between relevant and irrelevant information in academic texts, a finding that underscores the didactic importance of translanguaging in tertiary education. Keywords: translanguaging, tertiary education, academic writing, beliefs and attitudes, FL text quality

Letter Accurate interferometric system to perform the substrate focusing and alignment in laser writing processes

1997 ◽  
Vol 44 (6) ◽  
pp. 1065-1072
Author(s):  
Jose Ramon Salgueiro ◽  
Juan Felix Roman ◽  
Vicente Moreno
Keyword(s):  
Laser Writing ◽  
Writing Processes

scholarly journals Oral sentence generation training to improve fifth and 10th graders’ writing

2020 ◽  
Author(s):  
Barbara Arfé ◽  
Federica Festa ◽  
Lucia Ronconi ◽  
Gaia Spicciarelli
Keyword(s):  
Oral Language ◽  
Controlled Trial ◽  
Fifth Graders ◽  
Language Intervention ◽  
Sentence Generation ◽  
Written Text ◽  
Tenth Graders ◽  
Text Quality ◽  
10Th Grade ◽  
Cluster Randomized

AbstractText generation—the mental translation of ideas into language at word, sentence, and discourse levels—involves oral language abilities. However, oral language skills are rarely a target of writing interventions. We ran an intervention to improve fifth and 10th graders’ written production through the development of oral sentence generation (grammatical and syntactic) skills. One hundred and fifteen students—68 fifth graders (four classrooms) and 47 tenth graders (four classrooms)—participated in a stepped-wedge cluster-randomized controlled trial. Two fifth-grade classrooms (n = 35) and two 10th-grade classrooms (n = 20) received nine 90-min sessions (3 weeks, three sessions a week) of oral language intervention immediately after the pretest (experimental groups); the two other fifth- (n = 33) and 10th-grade classrooms (n = 27) received business-as-usual writing instruction and received a delayed oral language intervention after the posttest (waiting list group). The intervention consisted of team-based games to improve oral sentence generation and sentence reformulation skills. We assessed written sentence generation, written sentence reformulation, written text quality (macrostructure and language), and text writing fluency before (pretest) and after (posttest) the intervention and 5 weeks after the intervention (follow-up). The results showed that training on oral sentence generation skills can lead to significant gains in both sentence generation and sentence reformulation skills and text macrostructural quality. Improvement at the sentence level was, however, significant only for the younger writers (fifth graders).

Sign in / Sign up

Export Citation Format

Share Document