Uses a think-aloud protocol to investigate how a professional actor analyzes a script to discern the plans his assigned character is following. Shows that the actor attends not only to the meaning but also to such elements of the text as structure, punctuation, and linguistic devices to determine the character's internal states and specific…

Uses think-aloud protocols to triangulate previous research on the cognitive editing of messages. Finds evidence for existence of all but one of Hample and Dallinger's editorial standards that arguers (undergraduate students) apply in deciding whether to suppress or produce an idea in persuasive discourse. Shows these editorial standards are used…

Reports findings from a think-aloud protocol study of reading, writing, and persuasive processes in legal discourse during an actual appellate court case. Discusses three aspects of advocates' use of persuasive techniques in written appeal briefs. Focuses on specific persuasive techniques utilized by attorneys. (HB)

When students write syntheses in response to a rhetorical task, does the rhetorical nature of the task exert some special influence on the students' composing processes? How do these processes differ? Three case studies, quantitative analyses of papers written by seventeen undergraduates, and a tentative model of a synthesizing process address…

A study explored the thoughts people have as they interact with others in conversation. Individuals were asked to communicate with each other over networked microcomputers and as they typed their messages, they spoke aloud their thoughts about the exchanges. These oral protocols, matched with the messages exchanged over the network, were then…

Investigates readers' response patterns to informative documents. Finds that readers make direct confirmations and positive comprehension evaluations when information is conveyed clearly; when understanding is impaired, readers seek more clearly established relationships in the text. Concludes that readers make evaluative suggestions that…

A study analyzed the second-language essays of seven anglophone and one French-speaking Quebec university students enrolled in a literature course by using a cognitive-metacognitive framework developed for mathematical problem-solving and a think-aloud protocol. Results indicate the framework, with some adjustments, is a reliable tool for…

Describes a two-year study of one college student's efforts to produce appropriate content area writing in different disciplines. Using observation, interviews, composing-aloud protocols, and text analysis, evaluates the student's performance according to the Gricean rubric of conversation. Concludes that success was affected by unarticulated…