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ERIC Number: EJ1146720
Record Type: Journal
Publication Date: 2017-Aug
Pages: 41
Abstractor: As Provided
ISSN: ISSN-1556-1623
Profiling Writers: Analysis of Writing Dynamics among College Students
Escorcia, Dyanne; Passerault, Jean-Michel; Ros, Christine; Pylouster, Jean
Metacognition and Learning, v12 n2 p233-273 Aug 2017
We studied the processes involved in synthesis writing, focusing on planning, editing and self-regulation strategies. The aims of the study were a) to analyse the temporal distribution of cognitive strategies and self-regulation across the different phases of writing, b) to identify different writing approaches (i.e., profiles), and c) to establish the relationship between writing behavior and writing performance. Twenty-seven humanities students, who were 23 years of age on average, were asked to produce a synthesis. The methodology combined videotaped observations, a think aloud protocol, and an assessment of writing performance, and specific instruments were constructed to collect the data. Algorithms were also calculated to determine the transitions between different types of writing behavior. Results showed that the nature, frequency, and duration of planning, editing, and self-regulation strategies varied according to the phase (prewriting or writing), and the most remarkable changes occurred in the final period of writing. Moreover, although the college students' functioning generally reflected a novice approach, there were significant differences between the three writer profiles we found, namely "precise transcriber, active reviser", and "spontaneous writer". Finally, writing performance was positively and significantly correlated with writing strategies such as taking notes and reading drafts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A