Writing as discovery
Galbraith, David (2009) Writing as discovery In, Connelly, Vincent, Barnett, Anna L., Dockrell, Julie E. and Tolmie, Andrew (eds.) Teaching and Learning Writing. Leicester, GB, British Psychological Society pp. 5-26. (British Journal of Educational Psychology Monograph Series II, 6). (doi:10.1348/978185409X421129).
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Background: although writing is commonly characterized as a process of discovery, there are contrasting conceptions of what this implies about the writing process. Classical models of the cognitive processes in writing treat discovery as a side-effect of the processes required for effective communication, and associate it with the adaptation of thought to rhetorical goals.
Aims: in this paper, I argue that these models overemphasize the role of explicit thinking processes in writing at the expense of more implicit text production processes.
Arguments: following a review of research investigating the conditions under which writers discover new ideas through writing, which I argue contradicts important features of the classical account of discovery, I outline an alternative dual-process model of writing which I claim provides a better account of the empirical data.
Conclusions: the model identifies two conflicting processes in writing: an explicit planning process, incorporating many of the features assumed by classical models of writing, and an implicit text production process, which operates according to connectionist processing principles. The basic features of these processes are described, and the complementary role they play in writing is discussed
|Item Type:||Book Section|
|Digital Object Identifier (DOI):||doi:10.1348/978185409X421129|
|Additional Information:||notValidatingIssn:20448279 notValidatingIssn:00070998|
|Organisations:||Southampton Education School|
|Date Deposited:||26 Apr 2012 12:54|
|Last Modified:||17 Apr 2017 17:16|
|Further Information:||Google Scholar|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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