The Routledge International Handbook of Research on Writing

Cover
Endorsement
Half Title
Series Information
Title Page
Copyright Page
Dedication
World Map
Table of Contents
International Advisory Board
Emerging Scholars of Writing
Acknowledgements
Contributors
Preliminary Remarks
Part I A History of World Writing and Literacies
1 Origins and Forms of Writing
Abstract
Introduction
Art and Writing
The Origins of Writing
Mesopotamia
The Token System Antecedent of Writing
Two-Dimensional Signs
The Creation of Numerals
The Sound of Speech Emulated
The Parting From Accounting
The Sentences of Speech Emulated
The Relation of Writing and Art
The Spread of Writing
The Cuneiform Script
The Alphabet
Chinese
Mesoamerica
Writing as Culture
Decipherment
The Spread of Writing
The Future of Writing
The Future of Research On Writing
Bibliography
2 Drawings By Children Between 3 And 4 Years of Age: Developmental Study of The Period of Form And Graphic-Symbolic …
Abstract
The Period of Form and Graphic-Symbolic Representation: General Characteristics
Child Naming of Drawings and Graphic Images
Formal Development
The Stage of Units (3;03–3;09)
Stage of Operations: Combinations (3;09–4;03)
Representational Development
Mental Representation and Symbolic Function
From Formal Thought to Imaginative Thought: Graphic-Symbolic Representation
The Originality of the Graphic Symbol
The Ideogram Stage (3;09–4;03)
The Ideogram
The Child’s Discovery of Writing
Notes
References
3 History Of Writing Technologies Redux
Abstract
Storage Technologies
Delivery Technologies
Distribution (Innovation And) Technologies
Conclusion
Questions/Suggestions for Future Research
Notes
References
4 History Of Typography
Abstract
Part One: Pre 1500 – The Invention of Printing and Its Early Development
Early Printing: Pre-Gutenberg
The Typographic Revolution
Gothic: Germany: Gutenberg; Fust and Schöffer
The Dispersion of Printing
Gothic to Roman: Old Style: Venice: Jenson, Ratdolt, and Aldus Manutius
Part Two: 1500 to 1820 – The Rationalisation of Type and Typographic Design
Old Style Outside Venice: France, Belgium, and England: Garamond, Estienne, Plantin, and Caslon
Transitional Style: France and England: Grandjean, Fournier, and Baskerville
Modern Style: France and Italy: Didot, Luce, and Bodoni
Part Three: 1814 to the Present – Mechanical Power and Commercial Imperatives
Display Faces: England and America
The Arts and Crafts Movement: England: William Morris
The Avant Garde: Multi-National
Bauhaus Theory and Rhetoric: Germany: Bill, Renner, and Tschichold
New Traditionalism: England: Johnson, Gill and Morison
Commercial Artists and Independent Typographers: North America: Updike, Rogers, and Goudy
Sans Serif: England, Germany, Switzerland: Gill, Renner, and Meier
The Digital Revolution
References
5 History Of The Book
Abstract
Introduction
Gutenburg and Change
Exporting Print Communication Practices
The Age of Steam
Books and Authors
Patrons, Publishers and the Public
Authors and Copyright
Authors in an Industrial Age
From the Twentieth Century to the Future
Book History and Mediation
Conclusion
Note
Bibliography
6 History Of Schools And Writing
Abstract
Schools as Literate Institutions
The Growth of Literate Societies
Literacy and Schools in Mass Society
Texts as Models for Writing: The Composition
Learning How and When to Use Writing
Learning When to Consult a Text
Literacy and Knowledge
Evolution of Modern Textbooks as Knowledge Tools
Improving Textual Materials
Thinking for Writing
Acknowledgments
References
Part II Speaking and Writing
7 Transforming Speech Into Writing: Constructing A Voice And Identity In Academic World Writing
Abstract
Background
Historical Perspectives
Characterizing What Speech Does
Philosophical Perspectives: Language as Largely Oral and Integral to the World’s History and Its Future
Speaking and Speech as Creative Acts
Speech Emanates From the Heart and Soul
Oral Use of Repetition, Formulaic Expressions, and a “Collective Memory”
Orality in Schooling
Tracing Orality to the Individual Child’s Sense of Self and Academic Growth
Orality for Building Community in Classrooms
Philosophical Perspectives On Writing
What Writing Is and Does
Contrasting Speech and Writing With Attention to Schooling
Theoretical Frameworks
Extending Historical Characterization of Writing
Drift to Ong’s Secondary Orality?
The Evolution of Persuasive Arguments By Children: A Comparison of Speaking and Writing
Moving Words and Expanding Upon One’s Ideas
Self-Talk as Pre-Writing: Children Naturally Incorporate Playful Speaking Into Writing
Creating Intention and a Voice in Writing
Children and Youth Write in the Ways That They Speak
Defining and Creating Voice in Writing
Spoken Prosody
Musical Elements of Oral Expression
Micro-Structural Elements of Writing as Rhetorical Tools
Part I. Punctuation: A Prosodic Feature of Written Language Can Serve as a Rhetorical Tool and Means for Constructing a Voice
Macro-Strucrural Elements as Rhetorical Tools of Writing
Part II. Textual Design: Macrostructures in Academic Speaking and Writing
International Uses of Multi-Modalities: Speaking Into Writing
Academic Writing and the Multiple Languages of the 21st-Century World
Note
References
8 Writing And Speaking
Abstract
Introduction
Stereotypical Speech and Writing: Conversation Versus Informational Prose
Linguistic Comparison/Contrast of Conversation and Academic Prose
Multidimensional Analyses of Spoken and Written Register Variation
Grammatical Complexity in Conversation Versus Academic Prose
Conclusion
References
Part III Writing and Reading
9 The Writing-Reading Nexus: Authors And Their Audiences
Abstract
The Constructing Meaning Connection
Writing as Meaning-Making
Reading as Meaning-Making
The Intertextual Connection
Hybrid Acts of Writing and Reading
Writing and Positioning Relative to One Other Text
Writing and Positioning Relative to Multiple Texts
Multi-Text Reading
The Knowledge Resources Connection
The Social and Cultural Connection
The Audience in Writing
Citation of Other Authors’ Texts
Collaborative Writing
Response to Writing
The Author in Reading
Conclusion: The Nexus
Note
References
10 Text Structure: Reading, Writing, Cross Language Perspectives
Abstract
Context of the Review
First Person Situated Summary
A Historical Review
Two Prior Handbook Chapters About Text Structure
Text Structure: Recent Research
Replication Research Studies
Text Structure Instruction With Adults
Text Structure Strategy, Reading, Learning, and Writing
Transitioning Text Structure Instruction From Older Adults to Fifth Graders During Tutoring
Recent Increase in Text Structure Interventions in K-12
Meta-Analyses for Text Structure and Reading
Help Identifying Instruction That Works
Intelligent Tutor of the Structure Strategy (ITSS)
First ITSS Studies
Large Efficicacy Trials
ITSS Adaptations for Bilingual Students
Two Meta-Analyses About Writing
Structure and Writing From Multiple Texts
Second Language Writing Assessment
Transfer Across Languages and Text Structure
Cross-language Transfer of Text Structure in Writing
Future Directions
References
Part IV Writing Beginnings, Cognitive Processes and Self-Regulation
11 WRITING IN EARLY CHILDHOOD
Abstract
Scope of the Review
Cognitive and Sociocognitive Perspectives On Childhood Writing
Descriptive Studies of Preschool Writing
Writing Forms, Progress Over Time, and Variability
Learning Universal and Language-Specific Features of Writing
Differentiating Drawing and Writing
Prephonological Spellers’ Representational Strategies
Composing and Text Generation
Component Skills Research
Modeling Relationships Between Component Skills Use in Writing
Modeling Component Skills Across Orthographies
Home-Based Writing in the Preschool Years
Name Writing
Invented Spelling
Text Writing
Handwriting
Executive Function
Sociocultural Perspectives On Childhood Authoring
Sociocultural Processes and Resources for Writing
Constructing Identity Positions
Learning to Write in Multiple Languages
Social Semiotic Perspectives On Childhood Authoring
Multimodal Composing Processes
Play and Multimodal Literacy
Digital Writing
The Posthuman Turn: New Materialist Perspectives On Early Writing
Summary and Conclusions
References
12 A Cognitive Account Of The Development Of Writing Skill: Cross-Language Evidence
Abstract
Translating Processes
The Transcriber
The Proposer and Translator
Writing Schemas
Writing Schemas in Text Generation
Writing Schemas in Planning
Writing Schemas in Revision
Conclusions and Topics for Future Research
Acknowledgment
References
13 Knowledge Building: Improving Ideas, Improving Writing
Abstract
Writing Development: From Knowledge Telling to Knowledge Transforming
Teaching Models
Towards Knowledge Building
Socio-Cognitive Processes in Knowledge Building That Relate to Writing
Goal Setting
Reading, Evaluating and Selecting
Reviewing and Revising
Transforming and Creating New Knowledge
Knowledge Building for Writing Development: Empirical Evidence
Analytic Quality of the Texts
Coherence Relations and Linguistic Markers
Vocabulary Growth
“Scientificness” of Ideas
English as a Second Language Context
Conclusion
Acknowledgments
References
14 Self-Regulation Of Writing: Models Of Writing And The Role Of Metacognition
Abstract
Self-Regulation of Writing: Models of Writing and the Role of Metacognition
A Brief History of Self-Regulated Learning
Self-Regulated Learning: A Synthesis
The Phenomenological Self
Self-Regulatory Strategies
The Role of Self-Regulation Within Cognitive Models of Writing
Hayes and Flower 1980 Model of Writing
Hayes 1996 Model of Writing
Hayes 2012 Model of Writing
Bereiter and Scardamalia 1987 Models of Writing
Knowledge-Telling Model
Knowledge-Transforming Model
Kellogg 1994 Model of Writing
Hacker 2009/2018 Model of Writing
Self-Regulated Writing
Directions for Future Research
References
Part V Unique Elements of Digital Writing: Linear and Non-Linear Multidimensional Contexts
15 When Writing Is Produced With Keyboards: Unique Elements Of Digital Writing
Abstract
Prologue
The Writing Process
When Writing Is Composed With Keyboards
Effects With the Word Processor: Empirical Findings
The Word Processor as an Extension of Man: Philosophical and Semiotic Approaches
Selection
Allocation of Cognitive Resources
Typing
Multimodality
Nonlinearity
Synchronization
Anonymity
Early Writing Instruction: Handwriting Or Typewriting?
Implications for the Teaching of Digital Writing
Issues for Future Research
The Rise of AI
Speaking Writing
The Return of the Pencil
A Farewell to QWERTY?
References
Part VI Intercultural Rhetoric Research
16 Intercultural Rhetoric Research In An Internationalizing World
Abstract
Introduction
From Contrastive to Intercultural Rhetoric
Developing Intercultural Rhetoric
Intercultural Rhetoric and Language for Specific Purposes
Building Bridges Across Writing Studies
Connecting EAP and English as a Lingua Franca
Connecting L2 Writing and Translingualism
Future Research Directions
Conclusion
References
Part VII Writing in Everyday Contexts
17 Drumming, Storytelling And Writing: Indigenous Safaliba Sign Making In Rural Ghana
Abstract
A Note On Ethnography
A Note On Semiotic Resources and Their Materiality
Researcher Positionality
The Safaliba People
Drumming and Storytelling
The First Safaliba Orthography
Safaliba Early Childhood Writing
Translanguaging Spaces
Conclusion
Notes
References
18 Conceptualizing Everyday Writing
Abstract
Conceptualizing Everyday Writing
Introduction: Background to the Notion of Everyday Writing
Studying Everyday Writing: A Necessarily Brief History
Documenting the Everyday Through Writing
Everyday Writing, Writing Every Day: What Counts as Writing, and Who Gets to Say So?
Vernacular Writing
Writing About Everyday Writing
Expanding Our Ways of Thinking About Everyday Writing
Closings, Openings, and Areas for Future Work
References
Part VIII Educational Communities of Writing
19 Writer(s)-Within-Community Model Of Writing As A Lens For Studying The Teaching Of Writing
Abstract
WWC, Teachers, and Teaching Writing
The WWC Model
Organizing Structure One: Components of a Writing Community
Purposes
Members
Tools
Typified Actions
Written Products
Physical Context
Social Context
Evolving Collective History
Social, Cultural, Institutional, Political, and Historical Forces
Relationships Between the Components of a Writing Community
Studying Writing Teachers
Organizing Structure Two: Cognitive Capabilities and Resources of Community Members
Long-Term Memory (LTM) Resources
Executive Control
Writing Production Processes
Modulators
Relationships Between Cognitive Resources
Studying Writing Teachers
Organizing Structure Three: Operating Principles
Principles
A Tenet
Studying Writing Teachers
Further Research and Concluding Comments
Note
References
20 Examining Genre: Negotiating Meanings in a Local Context Using a Dialogic and Sociocultural Approach
Abstract
1. Introduction
2. Delineating the Local Context and Its Educational Practices
3. Re-Reading Literature, Redefining ‘Communication’: Outlining Pertinent Proposals and Fields
3.1. Describing Discursively-Accomplished ‘Communication’: New Tools
3.2. On Written Texts
3.3. Writing Pedagogies: On School Genres
3.4. Enriching the Notion of ‘Context’: Critical Perspectives
4. From Theory to Writing Research. Genre Writing in the Local Context
4.1. Establishing Textual Networks in Classroom Communities, Creating Rich Cultures of Resources
5. Conclusions and Future Developments
References
21 Research Writing as A Tool For Doctoral Students And Early Career Researchers’ Development
Abstract
Introduction
Conceptualising Research Writing as a Dialogical, Epistemic and Hybrid Activity in Situated Scenarios
Early Career Researchers’ Challenges to Develop as Writers: What Do We Know From Research
Writing Processes Management and Regulation
Genre Knowledge
Identity and Authorial Development Challenges
Promoting Early Career Researchers’ Writing Development
Learning the Genre and the Discourse
Learning Writing Strategies
Learning About Oneself as a Writer
Peer Revision
Writing Groups
Discussing and Revising Early Drafts
To Conclude
References
Part IX Individual Uses of Written Language
22 The Bilingual Brain: Reading And Writing
Abstract
What Is Reading?
Word Reading
Introduction to Word Reading
Sound in Print
Meaning in Print
Visual Word Form Recognition
Cross-Linguistic Differences in Word Reading
Sound in Print
Meaning in Print
Bilingual Word Reading
Cross-Linguistic Transfer
Sound and Meaning in Bilingual Transfer
Visual Word Recognition in Bilingual Transfer
Variation in Learning Profiles
Reading Comprehension
Neurobiology of Reading Comprehension in Monolinguals
Sentence Reading
Syntax Vs. Semantics
Cross-Linguistic Differences
Neurobiology of Reading Comprehension in Bilinguals
Bilingual Syntax and Semantics in Speech and Print
Variation in Learner Profiles
Passage Comprehension
The Neurobiology of Writing in the Monolingual and Bilingual Brain
The Writing Brain
Cross-Linguistic Differences
Second Language Writing
Conclusion
References
23 Writing as Physical And Emotional Healing: An Umbrella Review Of Meta-Analyses
Abstract
The Expressive Writing (EW) Paradigm
Meta-Analysis and Research Reviews
Meta-Analyses: Studies of Expressive Writing
Increasing the Dose: Intensive Writing Therapies
Written Emotional Expression in Schools
References
Part X Students Who Are Deaf and With Autism Spectrum Disorder: Development of Writing
24 Language Deprivation and Teacher Positionality: Teaching Academic English To Deaf And Hard-Of-Hearing Students
Abstract
Teacher Positionalities and the Political Contexts of Our Writing Classrooms
Students’ Positionalities and Writing Contexts
Language Deprivation
Language Acquisition and Ideologies
Culturally Relevant Deaf Pedagogy in a Writing Classroom
Conclusion: Future Directions
Note
References
25 Writing And Autism Spectrum Disorder
Abstract
Definitions, Prevalence Rates, and the Concept of Autism
Writing Research Involving Individuals With ASD
Research Involving Primary- and Secondary-School-Age Individuals With ASD
Descriptive Research in Transcription and Text Generation
Research Across Associated Skill Domains
Language Skills
Sensorimotor Skills
Cognitive Skills
Social Communication and Social Cognition Skills
Attention and Executive Function Skills
Instructional and Intervention Research
Research Involving Postsecondary Students and Adults With ASD
International and Technological Considerations
Concluding Takeaways and Future Research Considerations
Future Research Considerations
Notes
References
Part XI Writing in the Sciences and Engineering
26 Learning Through Argumentative Writing On Scientific Topics
Abstract
Foundations and Definitions
Major Reviews of the Literature
Social and Cognitive Mechanisms of Arguing to Learn in Science
Combining Argumentative Writing With Talk
Major Research Programs On Argumentative Writing in Science
Hand’s Science Writing Heuristic
Sampson’s Argument-Driven Inquiry
Other Applications of Writing-To-Learn in Science
Scientific Explanations and Argumentation
Calibrated Peer Review
Additional Applications
Conclusion
References
27 Written Communication In Engineering Work
Abstract
Engineering Communication Pedagogy
Engineering Communication in Practice: What and Why
Engineering Writing: Style and Tone
Processes: Embedding Writing in Systems of Teams and Tools
Communication, Identity, and Gender
Future Research
Acknowledgements
References
Part XII The Emergence of the Desire to Write
28 Students Developing As Writers: How And Why Interest Makes A Difference
Abstract
A Writing Paradox in the 21st Century
Problems Associated With Teaching Writing
Developing Interest, Developing Writers
A Case Example
The Confusion Between Situational and Individual Interest in Topics
Conflation of Interest in the Topic of Writing and Interest in Writing
Strategies for Teaching That Support the Development of an Interest in Writing
Utility-Value Intervention
Phases of Interest
Game Based Writing as Motivating Context
Future Directions for Research On Interest Development for Writing
Acknowledgment
Notes
References
29 Motivation To Write
Abstract
Motivation and Writing: Often a Difficult Relation
The Social-Cognitive Perspective On Motivation to Write
Motivational Constructs Mostly Related to Writing: The Role of Interest
The Role of Self-Beliefs
Towards a New Meaning of Motivation to Write
The Challenge for Academic Writing at School: A New Meaning of ‘Authenticity’
References
Part XIII Inspiration and Creativity in Writing
30 From Inspiration To Elaboration: Examining The Interrelationship Between Creativity And Writing
Abstract
Introduction
What Is Creativity and Where and When Can It Be Detected?
How Can the Imagination Kindle the Creative Act?
Different Research Foci in Creativity and Writing
Researching the Creative Process and Writing Process
Preplanning, Inspiration and Writing as Problem Solving
Stage Models of the Process and the Role of Incubation
Criticism of the Incubation Hypothesis
Expert and Novice Writers
Creative Encounters With Readers and the Social Milieu
General and Specific Domains of Creativity
A Proposal for Integration
Epilogue: The Digital Context
References
Part XIV International Measures for the Assessment of Writing
31 Computational Measures Of Linguistic Maturity In Writing
Abstract
1 Introduction
2 Vocabulary
3 Lexical Morphology
4 General Syntax
5 Particular Syntax
6 Conclusion
References
32 Brain Imaging Methods And Bilingual Readers And Writers
Abstract
Bilingual Reading and Writing Frameworks
Measuring Brain Signal
The When Tools: EEG & MEG
EEG and ERP
ERP Components and Their Applications
Phonology
Semantics
Orthography
Syntax
Other Methods for EEG
Magnetoencephalography (MEG)
The When Tool Summary
The Where Tools
Functional Magnetic Resonance Imaging (FMRI)
Anatomical Vs Functional
Phonology
Semantics
Orthography
Writing
Functional Near Infrared Spectroscopy (FNIRS)
fNIRS in Bilingual Research
Syntax
The Where Tool Summary
Limitations of Neuroimaging Research
Conclusion
References
33 Reading: A Precondition For Writing
Abstract
Introduction
Large Scale International Surveys On Literacies
Programme for International Student Assessment (PISA)
PISA Objectives
Impact of PISA
Concluding Considerations
References
34 Assessment Measures In Reading That May Be Useful For Writing
Abstract
Assessment of Skill and Speed in Text and Sentence Comprehension
Process-Oriented Measurement of Reading Component Skills
Tests Employed in International Large-Scale Assessments
Measuring Reading Skill in the Digital Age
Measures of Online Reading Aimed at the Individual Level
Measures Employed in International Large-Scale Assessments
Conclusion: Interactions Between What Reading Tests Measure, and What Was Not Discussed
Notes
References
35 Measuring Discovery Through Writing
Abstract
Research Assessing Writers’ Subjective State of Understanding
Necessity for a Multi-Item Scale
Method
Procedure
Participants
Data Analysis
Validity of the Scales
Discussion
References
Index