The reactivity of think-alouds (TAs) (i.e., their effects on thinking) has remained an inevitable concern whenever their use is considered or evaluated. This paper reports findings from a study that involved 85 Chinese sophomores, who, having received some instruction in diction, and then written a narrative in English as a baseline task,…

With the recent rise of sociocultural theory in second-language acquisition, attempts have been made to understand L2 learners' uses of different resources in writing, based on their cultural, historical, and institutional contexts. In line with L2 writing research within the sociocultural paradigm, this study investigates the writing strategies…

Using protocol analysis, a study concluded that high school and college writers have similar writing styles. Also asserts that protocols are an excellent research tool for analyzing the composing process. (SRT)

Via a Speak Aloud and Write protocol methodology, this study investigated the characteristics of the wording formulation process of a select group of 7 African American students in freshman composition who claimed nonstandard features were active at least 30% to 40% of the time while they composed their papers. Control of rhetorical context was…

This study is the fifth in a series of reports from the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. This part of the study examines the ways in which college students interpret and negotiate an assignment that calls for reading to write. Subjects, 17…