Discovery through Writing: Relationships with Writing Processes and Text Quality

Veerle M Baaijen*, David Galbraith

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    17 Citations (Scopus)
    324 Downloads (Pure)

    Abstract

    This study compares a problem-solving account of discovery through writing, which attributes discovery to strategic rhetorical planning and assumes discovery is associated with better quality text, to a dual-process account, which attributes discovery to the combined effect of 2 conflicting processes with opposing relationships to text quality. Low and high self-monitors were asked to write under 2 planning conditions. Keystroke-logging was used to assess the relationship of writing processes with discovery and text quality. The results support the dual-process account: Discovery was related to spontaneous sentence production and global revision of text, which had opposing relationships with text quality.
    Original languageEnglish
    Pages (from-to)199-223
    Number of pages25
    JournalCognition and instruction
    Volume36
    Issue number3
    Early online date21-May-2018
    DOIs
    Publication statusPublished - 2018

    Keywords

    • COMPLEMENTARY LEARNING-SYSTEMS
    • INSTRUCTION
    • STRATEGIES
    • MEMORY
    • TEACHABILITY
    • PERFORMANCE
    • HIPPOCAMPUS
    • BELIEFS
    • GRAMMAR
    • MODELS

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