Modelling Written Communication (eBook)

Preface 5
Introduction 8
A Description of Writing 9
The Modelling Process 10
The Models Formulated 10
The Writing Tutor Program 11
Further Applications and Developments 12
Chapter 1: Review of Composition Software 13
Chapter 2: Critical Realism 14
Chapter 3: The Modelling Process 15
Chapter 4: The Users Model of Composing 15
Chapter 5: Testing Out the Users Model 16
Chapter 6: The Theoretical Model of Composing 16
Chapter 7: The Explanatory Force of the Models 17
Chapter 8: The Writing Tutor Program 17
Conclusion 18
Contents 19
1 Review of Composition Software 24
1.1 Introduction 24
1.2 General Principles for Using Computersin Writing Instruction 24
1.3 The Need to Consult Educational Goals and Methods 25
1.4 Categories of Writing Tutor Programs Currently Available 28
1.4.1 Conferencing-Type Tutors 30
1.4.2 Tutors Based on Text-Analysis 30
1.4.3 Tutors Based on Heuristics or Invention Strategies 30
1.4.4 Text or Revision Tools 30
1.4.5 Organisers 31
1.4.6 Process-Based Tutors 31
1.5 Features of a Versatile Writing Tutor Program 35
1.6 Conclusion 36
2 Critical Realism 38
2.1 Introduction 38
2.2 Overview of Critical Realism 38
2.3 Critical Realism as Investigative Orientation 40
2.4 Criticisms of Critical Realism 43
2.5 Fallacies in Critical Realism 45
2.5.1 The Epistemic/Linguistic Fallacy 45
2.5.2 The Theory-Determinant Fallacy 46
2.6 Critical Realism and Literacy 47
2.7 Critical Realism and Composition 50
2.8 The Nature of the Users Model of Composing 53
2.9 Use of the Term Discourse in This Study 54
2.10 Conclusion 57
3 The Modelling Process 59
3.1 Introduction 59
3.2 The Nature of Theory 59
3.2.1 The Relationship Between Theory and Practice 61
3.2.2 The Use of Theory in This Study 62
3.2.3 The Relationship Between Theory and Models 63
3.3 The Models Produced in This Study 65
3.4 Francks Modelling Process 67
3.5 The Nature of Social Mechanisms 70
3.5.1 Contingent and Intentional Causality 71
3.6 Validation of the Models 74
3.7 Video Protocol Analysis 76
3.8 Generalizability of the Theoretical Model 77
3.9 Interplay Between Data and Theory 78
3.10 Stratification in the Inquiry Process 79
3.11 Cycles of Modelling Involved 80
3.11.1 First Cycle of Modelling (Masters Research) 82
3.11.2 Second Cycle of Modelling 82
3.11.3 Third Cycle of Modelling 83
3.12 Conclusion 84
4 The Users Model of Composing 86
4.1 Introduction 86
4.2 The Property of the Social System 86
4.3 The Phenomenon of Composing 88
4.3.1 The ''Property of the System'' Involved in Composing 90
4.3.2 The Functions Performed in Composing 90
4.3.3 The Mechanism Involved in Composing 92
4.4 The Empirical Model of Composing 93
4.4.1 Background to the Formulation of the Model 93
4.4.2 The Concept of a ''User''s Model'' 94
4.4.3 The ''Stages of the Writing Process'' Model 95
4.5 Application of the First Empirical Model 99
4.5.1 Interfacing Composition Software with Word Processors 99
4.5.2 The Issue of Social Context 100
4.5.3 The Lack of a Theoretical Underpinning to the Model 100
4.6 The Users Model as a Description of Real Life Composing 101
4.7 Conclusion 102
5 Testing Out the Users Model 104
5.1 Introduction 104
5.2 The Video Protocol Analysis Method 105
5.2.1 Advantages and Disadvantages of Video Protocols 107
5.2.2 Composing Profile Graphs 108
5.3 Confirmation of Phases in Composing 109
5.3.1 Description of the Phases 110
5.3.2 Confirmation of the Stages in the Empirical Model 113
5.3.3 The Emerging Picture of Composing 114
5.4 Key Issues Emerging from the Video Protocols 122
5.5 The Process Approach 123
5.5.1 Origins and Focus of the Process Approach 123
5.5.2 Relevance of the Process Approach to L1 and L2 Writers 124
5.5.3 Research into Composing Processes 124
5.5.4 The View of Writing Built Up from Process Research 125
5.5.5 The Process Approach to Teaching Composition 125
5.5.6 Criticisms of the Process Approach 126
5.5.7 The Interpersonal Context of the Process Approach 126
5.6 Approaches Which Set Academic Writing in Its Social Context 127
5.6.1 Writing as the Social Construction of Knowledge 128
5.6.2 The Textual Focus of Social Approaches to Writing 128
5.6.3 The Paradigms Involved in Knowledge Construction 132
5.7 Modifications Required to the Model 133
5.8 The Developing View of the Users Model 135
5.9 Conclusion 136
6 The Theoretical Model of Composing 137
6.1 Introduction 137
6.2 The Theoretical Model as Primary System 139
6.3 Reformulation of the Property of the System 139
6.4 Factors Contributing to the Formulation of the Theoretical Model 139
6.5 The System of Communicative Functions 145
6.6 The Theoretical Model as Generalizable Principle 148
6.7 The Formulation of a Second Empirical Model of Composing 149
6.8 Validating the Models 152
6.9 Composing as a Special Case of Communication 154
6.9.1 The Effects of Distancing on the Communicative Functions 154
6.9.2 Types of Distancing Occurring in Communication 156
6.10 Effects of Crafting on Communication in Written Mode 158
6.11 The Property of the System of Functions Underpinning Communication 161
6.12 The Picture of Composing Emerging from the Modelling Process 163
6.13 Rationale for Current Approaches to the Teaching of Written Composition 164
6.14 Conclusion 165
7 The Explanatory Force of the Models 166
7.1 Introduction 166
7.2 The Meaning of Validation in This Study 167
7.3 Issues Explored in the Video Protocols 168
7.4 Interpreting Composing Using the Model 170
7.5 Analysis of Data from the Video Protocols 171
7.6 The Explanatory Force of the Empirical Model 173
7.6.1 The General Configuration of the Model Confirmed 174
7.6.2 Previous Exceptions Accommodated by the New Model 177
7.6.3 The Influence of Extra-Systemic Factors on Composing 178
7.6.4 Intra-systemic Variation in Composing 184
7.6.5 Diagnosis of Problems Experienced by Writers 187
7.7 Conclusion 189
8 The Writing Tutor Program 190
8.1 Introduction 190
8.2 The Aim of Developing the Writing Tutor Program 190
8.3 The Process-Based Writing Tutor Program Developed in This Study 191
8.4 The Production of the Writing Tutor Program 192
8.5 Design Principles and Specifications 193
8.6 Basic Programming Specifications 194
8.7 The Theoretical Model and Educational Program Design 195
8.7.1 Contextualising Learning in Course Design 195
8.7.2 Ideational Content in Course Design 195
8.7.3 Interactive Aspects of Course Design 196
8.7.4 Social Aspects of Course Design 196
8.7.5 Reflexive Aspects of Course Design 197
8.8 Computer Human Interface Aspects of the Writing Tutor Program 197
8.9 The Prototype Writing Tutor Program 198
8.10 Design Features of the Completed Prototype 200
8.10.1 General Operating Principles 200
8.10.2 Translating the Stages of Composing into Menu Items 200
8.10.3 Prompts and Screen Displays 203
8.10.4 Other Main Menu Items 203
8.10.5 Customising the Program to Suit Various Contexts 204
8.11 Anticipated Program Enhancements 205
8.12 User Response to the Writing Tutor Program 206
8.12.1 Some Overall Impressions from Student Users 206
8.12.2 Improvements Suggested by Students 209
8.13 Conclusion 210
Conclusion 211
8.1 The Extent to Which the Aims Were Achieved 211
The Description of Writing Unfolding in the Course of the Modelling 211
The Modelling Process As Contributing to the Description of Writing 213
The Models Formulated 215
The Practical Application of the Modelling in the Creation of a Computerised Writing Program 217
Further Applications and Developments 218
The Use of the Theoretical Model as Generalizable Principle in Social Science 218
The Representation of the Theoretical Model as a Mathematical Formula 219
A Study of How the Composing (or Communicative Functions) are Encoded in the Text 219
Use of the Second Empirical Model to Analyse Composing in Different Genres 219
Analysis of Composing Carried Out Primarily on Computer 219
Testing Out of the Writing Tutor Program 220
The Development and Testing Out of Specialist Versions of the Writing Tutor Program 220
Development of Other Tutors Based on the ''Floating Menu Bar'' Principle 220
Reflection on the Inquiry Process 221
Glossary 222
Bibliography 229
Index 239