Effects of writing beliefs and planning on writing performance
Effects of writing beliefs and planning on writing performance
White and Bruning (2005) distinguished two sets of writing beliefs: transactional and transmissional beliefs. In this paper we analyse their beliefs scale and suggest two hypotheses about how such beliefs relate to writing performance. The single-process hypothesis treats the beliefs as different amounts of engagement, whereas the dual-process hypothesis claims that the beliefs represent different types of engagement. We then describe the results of an experiment with 84 university students as participants that assessed the relationship between writing beliefs, different forms of pre-planning and different aspects of writing performance. Our results support the dual-process hypothesis, and suggest that transactional beliefs are about the preference for a top-down strategy or a bottom-up strategy, while transmissional beliefs are about the content that is written about. These beliefs interact in their effects on text quality, the amount and type of revision carried out, and the extent to which writers develop their understanding. They also moderate the effectiveness of outlining as a strategy.
81-91
Baaijen, Veerle M.
db68dcef-fe4d-4be2-bbd1-209ece4ebf24
Galbraith, David
c4914b0d-4fd1-4127-91aa-4e8afee72ff1
de Glopper, Kees
25144f3c-39d3-4f03-8367-0f82d34f8353
October 2014
Baaijen, Veerle M.
db68dcef-fe4d-4be2-bbd1-209ece4ebf24
Galbraith, David
c4914b0d-4fd1-4127-91aa-4e8afee72ff1
de Glopper, Kees
25144f3c-39d3-4f03-8367-0f82d34f8353
Baaijen, Veerle M., Galbraith, David and de Glopper, Kees
(2014)
Effects of writing beliefs and planning on writing performance.
Learning and Instruction, 33, .
(doi:10.1016/j.learninstruc.2014.04.001).
Abstract
White and Bruning (2005) distinguished two sets of writing beliefs: transactional and transmissional beliefs. In this paper we analyse their beliefs scale and suggest two hypotheses about how such beliefs relate to writing performance. The single-process hypothesis treats the beliefs as different amounts of engagement, whereas the dual-process hypothesis claims that the beliefs represent different types of engagement. We then describe the results of an experiment with 84 university students as participants that assessed the relationship between writing beliefs, different forms of pre-planning and different aspects of writing performance. Our results support the dual-process hypothesis, and suggest that transactional beliefs are about the preference for a top-down strategy or a bottom-up strategy, while transmissional beliefs are about the content that is written about. These beliefs interact in their effects on text quality, the amount and type of revision carried out, and the extent to which writers develop their understanding. They also moderate the effectiveness of outlining as a strategy.
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Accepted/In Press date: 2 April 2014
e-pub ahead of print date: 8 May 2014
Published date: October 2014
Organisations:
Southampton Education School
Identifiers
Local EPrints ID: 365030
URI: http://eprints.soton.ac.uk/id/eprint/365030
ISSN: 0959-4752
PURE UUID: 7849b8dc-06ea-4af7-acf6-e33834608f6a
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Date deposited: 20 May 2014 13:57
Last modified: 15 Mar 2024 03:42
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Author:
Veerle M. Baaijen
Author:
Kees de Glopper
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