This study explored the effectiveness of scaffolding in students' reflection writing process. We compared two sections of an introductory computer programming course (N=188). In Section 1, students did not receive any scaffolding while generating reflections, whereas in Section 2, students were scaffolded during the reflection writing process.…

Automated Writing Evaluation systems have been developed to help students improve their writing skills through the automated delivery of both summative and formative feedback. These systems have demonstrated strong potential in a variety of educational contexts; however, they remain limited in their personalization and scope. The purpose of the…

This study investigates how and whether information about students' writing can be recovered from basic behavioral data extracted during their sessions in an intelligent tutoring system for writing. We calculate basic and time-sensitive keystroke indices based on log files of keys pressed during students' writing sessions. A corpus of prompt-based…

This study investigates how and whether information about students' writing can be recovered from basic behavioral data extracted during their sessions in an intelligent tutoring system for writing. We calculate basic and time-sensitive keystroke indices based on log files of keys pressed during students' writing sessions. A corpus of prompt-based…

Writing training systems have been developed to provide students with instruction and deliberate practice on their writing. Although generally successful in providing accurate scores, a common criticism of these systems is their lack of personalization and adaptive instruction. In particular, these systems tend to place the strongest emphasis on…

The relation between reading and writing is important because tacit and possibly unwarranted assumptions underlie the theories and pedagogies which govern these processes. These assumptions are challenged by the claims that: (1) reading and writing are related in neurolinguistically specifiable ways; (2) they do not seem to be simple inverses of…

A text's meaning is, in part, independent of its form. Reading, most of the time, is taking meaning--not words--from the printed page, while proofreading requires attention to form rather than meaning. The author notes that: (1) a meaningful passage is easier to read than one with less meaning; (2) errors in oral reading usually do not obscure a…

A study examined the differences between the processes involved in analytic and summary writing by contrasting student writing of both kinds. Twenty 11th graders, 10 high and 10 average ability writers, participated in two composing-aloud sessions. In one session, the student wrote an analytic essay about a history passage and, in the other…

Fourth grade students' miscues occurring in signaled sentence combining exercises were compared with their reading miscues in a study relating cognitive style to miscue analysis of reading and writing. The records of 16 students were used, with reflective students and impulsive students so designated on the basis of their miscues per one-hundred…

An assignment given to students at the end of an advanced composition class empowers students by helping them grasp principles and develop abilities that allow them to get beyond needing teachers. The crux of the assignment is a heuristic for analyzing any particular type of writing for the purpose of learning to produce it. The students are…

Drawing upon reading and text comprehension theories and the sociolinguistic studies of M. A. K. Halliday and R. Hasan, this paper builds theoretical links between the reading and writing processes. The major portion of the paper discusses the five language concepts that undergird both processes: (1) text processing in both reading and writing…

Extending an earlier Donald Graves study by including students over seven years of age, this study identified relationships among the nature of writing tasks assigned by teachers and the written responses of elementary school students to those tasks. One class each at the third, fifth, and seventh grade levels provided eighteen sets of writing…

Theoretical issues related to the parallel role of internal revision in reading and writing are explored in this paper, which explains that meanings generated during reading or writing are always tentative and that readers and writers must build and maintain a continuous text world. The paper next examines criteria for evaluating the continuity of…

Three different ways of integrating writing and thinking into the classroom are using double-entry notebooks, literature logs, and process journals. In a double-entry notebook, the writer takes notes on the reading, collects direct quotations, makes observational notes, and writes fragments, lists, and images on the left side of the notebook. On…

A study compared text summaries produced by French high school students and those written by experts. The study's objective was to determine how language users distinguish the essential from the peripheral information, to describe the summarizing process, and to apply the macrostructure theory to the process of summarizing. The summarized texts…