This paper examines how research in second language acquisition has approached the study of cognitive individual differences in the process and product of L2 writing from a theoretical and empirical perspective, paying special attention to the three empirical studies included in this special issue. The paper is divided into three sections. The…

This book addresses the validity of think-aloud protocols (TAPs) in L2 writing research through a mixed methods study and proposes effective approaches for their valid implementation. The book uncovers the reactive effects that TAPs have on L2 writing performance and processes, and examines how individual factors moderate this reactivity. It…

This book provides a comprehensive overview of research in applied linguistics involving the intersection of digital multimodal composing (DMC) and second language (L2) writing. It presents a theoretically and methodologically diverse introduction to key theories and scholarship supporting DMC's use, along with practical pedagogical tips and tools…

Notes that while there are some similarities in secondary school teachers' and students' perceptions about the kinds of written work usually done in class, there are also very marked differences in perceptions, particularly regarding essays, short answers, and poetic writing. (HOD)

Discusses the theory of multiple intelligences and what it tells English teachers about students' writing processes. Discusses results of a study of the writing processes of 10 high school juniors whose cognitive profile featured visual-spatial intelligence and subordinated linguistic aspects. Discusses the importance of matching instructional…

Investigated university students' beliefs about themselves as writers and about the experience of learning in writing as related to writing approaches measured by the Inventory of Processes in College Composition. Found support for the deep and surface paradigm, and variation in students' conceptions of writing, attitudes about themselves as…

A study described college student writers as they constructed arguments, creating a picture of school-based argument drawn not from ideal models of arguments as envisioned by educators, but from experiences of students themselves. A three-part framework that synthesizes rhetorical perspectives on argument with a social-cognitive view of the…

Illustrates dimensions of variation in how young children orchestrate or manage the writing process, using data collected from a five-month study of primary grade writers. Finds children's composing behaviors consistent with their apparent intentions and with their styles as symbolizers and socializers in their classroom. (SKC)

A synthesis of current research, theory, and professional opinion on how children learn to write, this report begins with a brief introduction followed by a discussion of writing readiness that suggests children's eagerness to learn to write. The third chapter examines children's use of writing to extend the functions of speech, drawing, and play,…