Edited by Sylvie Plane, Charles Bazerman, Fabienne Rondelli, Christiane Donahue, Arthur N. Applebee, Catherine Boré, Paula Carlino, Martine Marquilló Larruy, Paul Rogers, and David R. Russell
Copy edited by Don Donahue. Designed by Mike Palmquist.
In February 2014, 1200 researchers from 60 countries assembled in Paris for the third Writing Research Across Borders conference. Although this book cannot convey fully the rich diversity of the gathering, it attempts nonetheless to highlight key questions which are shaping the current state of research in the field of writing studies. The contributors to this collection engage in a wide-ranging conversation about writing, a conversation made possible through a shared focus on improving learning and language usage. The chapters fall at various points, as a result, along a line extending from straightforward expressions of pedagogical concerns to focused analysis of how writing and texts work.
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Introduction. Teaching Writing, Understanding How It Works and Evolves, Across Borders, Sylvie Plane
Part 1. Writing by Primary and Secondary Students
1. What Shapes School Writing? Examining Influences on School Writing Tasks Over Time in U.S. Secondary Schools, Arthur N. Applebee
2. Mapping Coherence and Cohesion Skills in Written Texts Produced by 9- to 12-Year-Old French-Speaking Learners: Indicators of Proficiency and Progress, Claudine Garcia-Debanc and Myriam Bras
3. The Incidence of Speech Modalizers On Children's Reflections About the Use of Expressive Punctuation, D. Amira Dávalos Esparza
4. Rehabilitation of Lexical Orthography in Writers with Dysorthographia, Nathalie Chapleau
5. Writing, Memory and Association: Newly Literate Students and Their Poetry Creation Processes, Eduardo Calil
6. Writing to Transmit and Share One's Understanding of the World, Bruno Hubert
7. Schooled Literacy in Teenagers' Online Writing, Cristina Aliagas
8. Digital Literacy and Spelling in Teenagers' Writing: Possible Conflicts among Written Varieties, Roxane Joannidès and Marie-Claude Penloup
9. Paths to Academic Writing in a Globalized World: A Longitudinal Study of Content and Language Integrated Learning in Upper Secondary School in Sweden, Maria Lim Falk and Per Holmberg
10. Developing Support for Teachers and Students in Secondary Science Classrooms through Writing Criteria, Angela M. Kohnen, E. Wendy Saul, and Nancy R. Singer
11. Writing in Mathematics: The Role of Intermediate Texts, Annie Camenisch and Serge Petit
Part 2. Writing in Higher Education and the Professions
12. Writing in The Content Areas: A Scandinavian Perspective Combining Macro, Meso, and Micro Levels, Olga Dysthe, Frøydis Hertzberg, Ellen Krogh, and Birgitta Norberg Brorsson
13. Learning Specialists Working with Faculty to Embed Development of Academic Literacies in Disciplinary Subjects, Kate Chanock
14. Building Knowledge through Writing Workshops: How to Accompany the Gradual Building of an Apprentice-Researcher Posture, Jacqueline Lafont-Terranova and Maurice Niwese
15. Intellectual Orientations of Studies of Higher Education Writing in Latin America, Charles Bazerman, Natalia Avila, Ana Valéria Bork, Francini Poliseli-Corrêa, Vera Lúcia Cristovão, Mónica Tapia Ladino, and Elizabeth Narváez-Cardona
16. "Cultural Anchors" of Chinese Students' University Writing: The Learning Culture and Academic Traditions, Agnès Pernet-Liu
17. Writing and Reconstructing Identity Through Professional Transitions, Marie-Hélène Jacques
18. Commenting with Camtasia: A Descriptive Study of the Affordances and Constraints of Peer-To-Peer Screencast Feedback, Mary Lourdes Silva
19. Writing in Discussion Forums: Between Primary Genre and Secondary Genre, Patricia Richard-Principalli, Georges Ferone, and Catherine Delarue-Breton
20. Contributions of Online Tutoring for Written Production in a Télécollaborative System, Catherine Muller
21. Use of Metadiscourse in Research Articles Written in L1 and L2 by the Same Authors, Ivana Mirović and Vesna Bogdanović
22. Writing and Social Media: Which Website Types for Which Scaffolding? François Mangenot
23. Reading to Write in Science Classrooms: Teacher's and Students' Joint Action, Carolina Roni and Paula Carlino
24. The Issue of Professional Writing in the 21st Century: Multidisciplinary Tools for High-Level Writing, Christina Romain, Véronique Rey, and Marie-Emmanuelle Pereira
Part 3. Cognitive Linguistic Approaches to Writing
25. Informative Differences: An Argument for a Comparative Approach to Written, Spoken, and Signed Language Research, Ariel M. Cohen-Goldberg
26. Syllables as Representational Units in English Handwritten Production? Markus F. Damian and Qingqing Qu
27. Additions After the Full Stop and Hierarchical Sentence Organization: A New Trend in Contemporary Writing, Bernard Combettes and Annie Kuyumcuyan
28. Pausal Behavior in the Writing Processes of Foreign and Native Language Writers: The Importance of Defining the Individual Pause Length, Maarit Mutta
29. Genetic Criticism: Another Approach to Writing? Louis Hay
30. Multilingual Writers and Metalinguistic Awareness: Can We Use Manuscripts as a Basis for a Typology of Creative Scriptural Practices? Olga Anokhina
Sylvie Plane is Professor Emeritus of Language Sciences at the l'École Supérieure du Professorat et de l'Éducation de l'Université Paris-Sorbonne. Charles Bazerman is Professor of Education at the University of California Santa Barbara. Fabienne Rondelli is a Lecturer in Language Sciences at the University of Lorraine. Christiane Donahue is Director of the Institute for Writing and Rhetoric at Dartmouth (US) and member of the Théodile-CIREL research laboratory at l'Université de Lille III. Arthur N. Applebee (1946-2015) was a Distinguished Professor in the School of Education at the State University of New York. Catherine Boré is Associate Professor of Letters and Professor Emeritus of Language Sciences at the University of Cergy-Pontoise. Paula Carlino is Research Professor with the CONICET at the University of Buenos Aires. Martine Marquilló Larruy is Professor of Linguistics at Lumière University Lyon 2. Paul M. Rogers is Associate Professor of English at George Mason University. David R. Russell is Professor of English in Rhetoric and Professional Communication at Iowa State University.
Publication Information: Plane, Sylvie, Charles Bazerman, Fabienne Rondelli, Christiane Donahue, Arthur N. Applebee, Catherine Boré, Paula Carlino, Martine Marquilló Larruy, Paul Rogers, & David R. Russell. (Eds.). (2017). Research on Writing: Multiple Perspectives. The WAC Clearinghouse; CREM. https://doi.org/10.37514/INT-B.2017.0919
Publication Date: February 2, 2017
ISBN 978-1-64215-091-9 (PDF) | 978-1-64215-092-6 (ePub)
Sylvie Plane: email@example.com
Note: This book is available in print in a companion volume, with chapters in French and English, through Centre de Recherche sur les Médiations (CREM).
Series Editors: Terry Myers Zawacki, George Mason University; Magnus Gustafsson, Chalmers University of Technology; and Joan Mullin, University of North Carolina at Charlotte
This book is available in whole and in part in Adobe's Portable Document Format (PDF).
Copyright © 2017 Sylvie Plane, Charles Bazerman, Fabienne Rondelli, Christiane Donahue, Arthur N. Applebee, Catherine Boré, Paula Carlino, Martine Marquilló Larruy, Paul Rogers, and David Russell. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 596 pages, with notes, illustrations, and bibliographies. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website.