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Hannah J. Rule – College Composition and Communication, 2018
Building on interest in writing's situatedness and materiality, this article stretches conceptions of writing processes with accounts of writers' unintentional, embodied, and emergent interactions within writing environments, as rendered through reflective multimodal methods combining talk, drawing, photographs, and video.
Descriptors: Writing (Composition), Writing Processes, Reflection, Multimedia Materials
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Stacey Pigg – College Composition and Communication, 2014
This article details the material, locational, and time-use dimensions of student writing processes in two networked social spaces. Drawing on case examples, the findings show how composing habits grounded in the materiality of places can build persistence for learning in a mobile culture. Public social spaces support these habits, enabling some…
Descriptors: College Students, Writing (Composition), Writing Processes, Facilities
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Anson, Chris M.; Schwegler, Robert A. – College Composition and Communication, 2012
This article describes the nature of eye-tracking technology and its use in the study of discourse processes, particularly reading. It then suggests several areas of research in composition studies, especially at the intersection of writing, reading, and digital media, that can benefit from the use of this technology. (Contains 2 figures.)
Descriptors: Writing (Composition), Writing Research, Reading Processes, Writing Processes
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Cooper, Marilyn; Holzman, Michael – College Composition and Communication, 1983
Examines the "cognitive process theory of writing" expounded by writing researchers Linda Flower and John R. Hayes, discussing problems with their theory and with the methodology on which it is based. (HTH)
Descriptors: Cognitive Processes, Learning Theories, Research Problems, Writing Processes
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Faigley, Lester; Witte, Stephen – College Composition and Communication, 1981
Describes a taxonomy for analyzing written revision. Reports two studies that used this taxonomy and discusses the implications of these investigations. (RL)
Descriptors: Higher Education, Research Methodology, Writing Processes, Writing Research
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Doherty, Paul C. – College Composition and Communication, 1982
Examines the description of the reading for revision process put forth in E. D. Hirsch's "The Philosophy of Composition," contending the research studies Hirsch uses are inconsistent and, taken together, do not support the general description of the reading process that underlies the argument of the book. (HTH)
Descriptors: Book Reviews, Theories, Writing (Composition), Writing Instruction
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Pemberton, Michael A. – College Composition and Communication, 1993
Raises questions about the epistemology inherent in composition studies, especially with regard to the issue of modeling. Investigates the usefulness and implications of modeling theory for contemporary composition study. Provides a context for discovering what it means to construct models of writing processes. (HB)
Descriptors: Higher Education, Student Writing Models, Writing Instruction, Writing Processes
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Voss, Ralph F. – College Composition and Communication, 1983
Reviews Emig's methodology, highlighting both the timeliness of her study, and the flaws in her generalizations about writing teachers' expertise. Cautions against depending upon her results and those of similar studies, as the final word on the writing process. (HTH)
Descriptors: Research Methodology, Research Problems, Teacher Characteristics, Writing Instruction
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Berkenkotter, Carol – College Composition and Communication, 1981
Presents and discusses research on the intellectual processes that writers engage in to attain what is commonly called "audience awareness." (RL)
Descriptors: Audiences, Cognitive Processes, Higher Education, Perception
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Schriner, Delores K.; Rice, William C. – College Composition and Communication, 1989
Assesses the compatibility of computer conferencing with collaborative learning. Finds that computer conferencing is another form of computer technology well-suited for the teaching of writing as a socially constituted process. Finds that computer conferencing integrates school life with life outside the school. (RS)
Descriptors: Computer Uses in Education, Higher Education, Writing Instruction, Writing Processes
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Flower, Linda – College Composition and Communication, 1989
Argues that an integrated vision of the composition process is needed to explain how context cues cognition, which in turn mediates and interprets the particular world that context provides. Explores some ways that observational research might be used to create a well-supported, theoretical understanding of the composition process. (RS)
Descriptors: Cognitive Processes, Context Effect, Higher Education, Research Methodology
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Geisler, Cheryl – College Composition and Communication, 1992
Presents the text of an account of the author's research. Notes that the text's four layers (scientific report, reflective analysis, personal history, and deliberative appeal) are each indispensable yet individually inadequate to the task. Considers the tensions among possible accounts of the research and what these tensions say about the reading…
Descriptors: Academic Discourse, Higher Education, Reader Response, Reading Processes
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College Composition and Communication, 1985
Linda Flower and John Hayes respond to Marilyn Cooper and Michael Holzman's "Talking About Protocols," pointing out errors in their understanding of protocol analysis and a study in which the data appear to contradict what Cooper and Holzman assume the researchers should see. Includes reply by Cooper and Holzman. (HTH)
Descriptors: Cognitive Processes, Research Methodology, Research Problems, Researchers
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Flower, Linda; Hayes, John R. – College Composition and Communication, 1981
Introduces a theory of the cognitive processes involved in composing in an effort to lay groundwork for more detailed study of thinking processes in writing. (RL)
Descriptors: Cognitive Processes, Higher Education, Learning Theories, Models
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Flynn, Elizabeth A. – College Composition and Communication, 1997
Analyzes three examples of research in technical communication to illustrate the distinctions among modernism, antimodernism, and postmodernism. Suggests that antimodern rejections of the scientific enterprise within composition studies and technical communication are valuable in a culture in which science seems to have unlimited authority. (RS)
Descriptors: Content Analysis, Higher Education, Postmodernism, Scientific Enterprise
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