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The Predrafting Processes of Four High- and Four Low-Apprehensive Writers.
Peer reviewed Peer reviewed
Selfe, Cynthia L. – Research in the Teaching of English, 1984
Reports on the predrafting processes of several high and several low writing apprehensive students engaged in academic writing and analyzes the differences related to writing apprehension. (HOD)
Descriptors: College Freshmen, Planning, Prewriting, Self Concept
Effect of Question Type and Position on Measures of Conceptual Elaboration in Writing.
Peer reviewed Peer reviewed
Benton, Stephen L.; Blohm, Paul J. – Research in the Teaching of English, 1986
Investigates the effects of question type (general or specific) and question position (prior to or following writing) upon measures of conceptual elaboration in writing. Results indicate that writers can benefit from questions following initial writing that enhance conceptual elaboration of base-level ideas during writing revision. (HOD)
Descriptors: Cognitive Processes, Cognitive Style, Concept Formation, Higher Education
An Analysis of the Writing Behavior of Good Student Writers
Peer reviewed Peer reviewed
Stallard, Charles K. – Research in the Teaching of English, 1974
Good writers, as compared to a randomly-chosen comparison group, spent more time in both prewriting and writing, revised more, re-read more often during writing, and were more concerned with the purpose of their writing. (JH)
Descriptors: Behavior Patterns, Case Studies, Cognitive Processes, Communication (Thought Transfer)
Measuring the Effect of Instruction in Pre-Writing
Peer reviewed Peer reviewed
Odell, Lee – Research in the Teaching of English, 1974
Students made increased, but statistically non-significant, use of invention procedures taught them over the span of a one-semester composition course. (JH)
Descriptors: Cognitive Processes, College Freshmen, Language Research, Measurement Techniques