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Soomin Jwa – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2025
With increasing attention to student engagement with feedback, the need for a paradigm shift problematizing the transmissive view of feedback has been voiced. Recent perspectives hold that feedback is a dialogic process and opportunities for dialogue promote students' knowledge-making processes in their engagement with feedback. Theoretically…
Descriptors: Written Language, Feedback (Response), Learner Engagement, Models
Hacker, Douglas J. – Educational Psychologist, 2018
In this article, writing is reconceptualized as primarily a metacognitive process that can be modeled using contemporary metacognitive theory. This reconceptualization of writing was described in an earlier publication, but in the current article the author provides an update on this metacognitive model of writing with 3 purposes in mind. First,…
Descriptors: Metacognition, Writing (Composition), Models, Skill Development
Hooper, Stephen R.; Costa, Lara-Jeane; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna C.; Knuth, Sean B.; Childress, Amy – Reading and Writing: An Interdisciplinary Journal, 2011
The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components that have been deemed as important to the development of written language? Second, once…
Descriptors: Writing (Composition), Spelling, Grades (Scholastic), Structural Equation Models
Meyer, Richard J. – 1992
A theoretical framework of written language use and development that emerged from a two-year case study of one child's writing at home and in school during kindergarten and first grade is presented. First, the paper describes three elements which are found throughout the framework: the social web of experience, writing as relationships, and…
Descriptors: Language Usage, Models, Primary Education, Student Development
Kucer, S. B. – 1979
One model of discourse production attempts to explicate deeper-level decisions that writers make, to explain why some writing activities may be more successful than others, and to indicate likely profitable modes of instruction. The model views discourse production as a series of three interactive decision levels in which (1)…
Descriptors: Applied Linguistics, Cognitive Processes, Discourse Analysis, Language Skills
Beale, Walter H. – 1979
A framework for the study of discourse, based on the analysis of three superordinate features of discourse (asymmetry, hierarchy, and continuum), is proposed in this paper. The paper begins by noting the confusion in terminology that exists in the world of composition pedagogy and theory; pointing to the need for a framework for testing,…
Descriptors: Classification, Connected Discourse, Discourse Analysis, Educational Research

Deyes, Anthony F. – International Review of Applied Linguistics in Language Teaching, 1978
Examines various approaches to textual description, and argues that the Prague model provides the most adequate criteria for describing communicative dynamism in, for example, narrative, descriptive, or discussion style. (AM)
Descriptors: Discourse Analysis, English, Language Styles, Language Usage
Hayes, John R.; Flower, Linda S. – 1978
This paper presents a tentative model of the writing process that has been developed according to the technique of protocol analysis. (A protocol is a description of the activities, ordered in time, in which a subject engages while performing a task.) The model identifies subprocesses of the composing process and their organization; minor…
Descriptors: Cognitive Processes, Creative Writing, Higher Education, Language Arts

Crusius, Timothy W. – Journal of Advanced Composition, 1990
Explores Walter H. Beale's "A Pragmatic Theory of Rhetoric," and places it in relation to other theories. Discusses Beale's semiotic theory of written discourse, its contribution, and relates Beale's aims to the rhetorical theories of James Kinnevey and James Britton. (SR)
Descriptors: Discourse Modes, Higher Education, Models, Persuasive Discourse
Horner, Winifred B. – 1978
In contrast to a speech-act theory that is limited by a simple speaker/hearer relationship, a text-act theory of written language allows for the historical or personal context of a writer and reader, both in the written work itself and in the act of reading. This theory can be applied to theme writing, essay examinations, and revision in the…
Descriptors: College Freshmen, Communication (Thought Transfer), English Instruction, Higher Education
Stotsky, Sandra – 1982
There appear to be two basic theories about the relationship of written language to oral language and the relationship of writing to reading. The first theory views written language as a derivative of oral language and as an alternate but parallel form of oral language. The pedagogical implications of this model suggest that the problems of…
Descriptors: Educational Theories, Elementary Secondary Education, Language Acquisition, Language Processing
Bratcher-Hoskins, Suzanne – 1984
Reading and writing are both creative acts of communication that use written language as a vehicle for meaning. A strong theoretical case for teaching the two processes concurrently can be built by examining points of contact between reading and writing. One such point is context concerns. The Communication Triangle model (author/audience/…
Descriptors: Models, Reading Comprehension, Reading Instruction, Reading Strategies

Page, William D. – Research in the Teaching of English, 1974
Descriptors: Authors, Cognitive Processes, Communication (Thought Transfer), Deep Structure
Ruddell, Robert B., Ed.; Unrau, Norman J., Ed. – International Reading Association (NJ3), 2004
For years this landmark book has helped educators, graduate students, and researchers shape their curriculum and stay informed about the latest developments in literacy research and instruction. This fifth edition continues the book's tradition of exemplary scholarship and remains a resource for the most innovative thinking in the field. Although…
Descriptors: Reading, Models, Reading Instruction, Reading Research