NotesFAQContact Us
Search Tips
ERIC Number: ED221877
Record Type: RIE
Publication Date: 1982-Sep-1
Pages: 46
Abstractor: N/A
Research on the Composing Process: Methodology, Results, and Limitations.
Humes, Ann
Whereas previous research on writing focused on measurable aspects of written products, more recent research has focused on the processes of writing, using such research methodologies as laboratory case studies, naturalistic studies, quasiproduct studies that interpret results in terms of process, and studies that have unique procedures as a focus. In laboratory case studies, participants most frequently compose alone in a writing area theoretically free from distraction while researchers make notes about the writers' behavior during composing. Naturalistic studies take place within an ordinary setting for writing with the investigator as a participant-observer. Quasiproduct studies deal with revising activities. Drafts of compositions are collected, photocopied, and analyzed. Unique procedures are used to investigate a particular facet of the composing process such as the use of a particular writing implement. Information derived from using these new methodologies has discredited the strict linear model of the composing process: prewriting, writing, and postwriting. Rather, the information has verified what most competent writers know intuitively about the recursiveness of the writing process and about the subprocesses of composing: planning (setting goals and generating and/or organizing ideas), translating (transforming thought into its graphic representation), reviewing (appraising what has been done and what needs to be done), and revising (mentally changing the content and structure of the discourse as well as changing the actual text). (HOD)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA.
Grant or Contract Numbers: N/A