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University of Amsterdam
Graduate School of Teaching and Learning
=
Writing
Research School Seminar =
2005
July 4th-8th
July 4th-8th
Poitie=
rs,
France
University of Amsterdam
Graduate School of Teaching and Learning
Analysing
Writing Process Protocols: Methodology
Course in 60 Minutes
Huub van den Bergh
&
Gert Rijlaarsdam<= /span>
Huub van den Bergh
&
Gert Rijlaarsdam<= /span>
Slide=
s on:
www.ilo.uva/homepages/gert
Google,
August 8th 2004 July 2nd=
2005
50 =
211;
43 hits
‘learning to write is =
a =
complex process’
300
– 359 hits
‘writing is a complex =
=
process’
776 – 1.110hit=
s
‘writing is complex’
Methodology Writing Process Analysis: Four parts
<=
span
class=3DBB style=3D'position:absolute;left:-4.41%;top:.22em'>lDemon=
stration:
Statistical Approach
<=
span
class=3DBB style=3D'position:absolute;left:-4.07%;top:.22em'>lPart 1: Warming up: Some observation
Cognitive
Effort (Ms)
![](3D"slide0252_image004.gif")
What did we learn from Writing
Process Research?
Writing process=
Text Quality
Writer variables
Task variables<=
span
style=3D'font-family:Arial;font-size:83%;mso-special-format:lastCR;display=
:none'>
Process: Constitutive Activities
=
Monitoring/
Text Production
Text
Self
instruction
Documentation
Reading
input /
Task
variables
Revising
Text
Evaluating
Text
Rereading
Text
(Inside, outside)
Structuring
Ideas
Generating
Ideas
Goal
setting
Proce=
ss:
Constituting factor: time
--
--
Revising
Text
--
+
Evaluating
Text
+
=
Rereading
Text
+
Text
Production
+
--
Structuring
Ideas
+
=
Generating
Ideas
+
+
--
Goal
setting
+
Self
instructions
--
+
Reading
Documentation
Last Part
Middle Part
=
1st Part
Observation 2A: occurrence=
varies
over time
Observation 2B: correlation process & text quality varies
l
Observation 3: Functional alliances
l
Observation 3: relation between alliances and text quality varies
l
Observation 4: purifying relation between process and text quality
l
Raw
=
correlation
Purified correlation
Observation 5A: Individual variation
l
Observation 5B: individual variation
Observation 5C: two processes, two writers
l
l
l
Interaction between cogniti=
ve activities
lWhat
kind of functional pairs can we observe?
lWhich
functional relationships can we observe?
–Next example: Input for generating activities
Five types of Idea =
Generating
strings
lFo=
llowing:
lReading Assignment, documentation
lReading already written text
lTranslating/formulating
lGenerating
lPausing
l
l
l
l Part 2: &=
#13;
l=
Methodological and statistic=
al perspectives:
Some preliminary decisions
l
Remember:
A process consists of
1. Types of activities
2. Time
<=
/div>
A process is
A certain distribution of activities over time
When analyzing protocols….how =
to create numbers?
lFrequencies
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–Chess play: Play A had 5 horse jumps, play B 13…Play B better? 5 horse jumps in a play with 20 moves the same as 5 horse jumps in a play with 200 moves?
lProportions
–Is a play with 2 horse jumps out of 10 moves the same as 20 jumps out of 100 (proportion: .20 in both cases?
lLogit
–LN (f/n-f)
–
What did we learn from Writing
Process Research?
Writing process=
Text Quality
![](3D"slide0331_image015.gif")
Writer variables
Task variables<=
span
style=3D'font-family:Arial;font-size:83%;mso-special-format:lastCR;display=
:none'>
l
l
l
l
l
l
l
l
l
l
Individuals
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l
l
l
l
l
l
l
Part III<=
span
lang=3DNL style=3D'mso-special-format:lastCR;display:none'>
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lDemonstration w=
ith
statistics
Part IV
lDependencies/Unit of observation
–Form
and function are not the same
lActivity A can fulfil function A1, A2, A3, dependin=
g on
context
lMinimal pairs: function varies
lSequential order versus embedding
lTasks: fixed or random factor?
–How
many tasks?
lThe more the better
–What
kind of tasks?
lLonger tasks are better than short tasks
•‹koptekst›
•‹datum/tijd›
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
•‹voettekst›
•‹nr.&=
#8250;
Figure 5. The changes in correla=
tion
(vertical axis) between generating and text quality in two conditions: raw
correlation (solid line) and purified for rereading (dashed line). Reanalysed data taken from Breetvelt, Van den Bergh & Rijlaarsdam (1996).
' + ENDSHOW_MESG + '
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