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Planning and production processes in the written language expression of skilled and less skilled writers.

机译:以熟练和较不熟练的作者的书面语言表达的计划和生产过程。

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摘要

This thesis investigated the relationship between the way in which ideas are planned during the writing process and the way in which they are expressed in the final written product, and how this relationship varies across skill level and writing task.; Skilled and less skilled high school writers were asked to read a simple folk tale, retell it in writing, and write an evaluation of the story. A detailed record of the location and duration of all pauses or "planning times" was kept by having students write over a computer graphics tablet.; To formulate specific hypotheses, a process model for writing-after-reading was developed. According to the model, the same planning subprocesses (generating and organizing) are used throughout the writing process to create and then transform units that are either collections of propositions (ideas) or elaborations of parts of a single proposition. Each "planning unit" consists of an organizational frame and its content.; Writers create a mental representation of the text to be written by generating ideas from knowledge structures in memory (a text-based propositional structure, a situation model, and other nontext-based structures). They organize these propositions in coherent clusters within a larger text frame. At any point, simple or complex propositions from this text frame may be translated into their final written form by applying the generating and organizing processes to a succession of smaller and smaller planning units.; A series of repeated measures analyses of variance, using planning time as the dependent variable, led to the following major findings. (1) In general, the structure of planning processes as outlined in the model was supported. (2) The writers generated ideas from three types of knowledge structures in memory, and (3) used the following planning units: complex propositions (sentences in the final product), simple propositions (clauses), phonological phrases (noun, verb, and prepositional phrases), and words. (4) Although the less skilled writers used the same basic planning processes as the skilled writers, the skilled writers were more efficient planners. (5) Writing task affected planning by causing a change in the relative distribution of planning time at unit boundaries.
机译:本文研究了写作过程中计划思想的方式与最终书面产品中表达思想的方式之间的关系,以及这种关系如何随技能水平和写作任务而变化。要求熟练和不熟练的高中作家阅读一个简单的民间故事,以书面形式复述,并对故事进行评价。通过让学生在计算机图形输入板上书写来保存所有暂停或“计划时间”的位置和持续时间的详细记录。为了表达特定的假设,开发了一种后写后写作的过程模型。根据该模型,在整个写作过程中将使用相同的计划子过程(生成和组织)来创建然后转换单元,这些单元既可以是命题(想法)的集合,也可以是单个命题各个部分的细化。每个“计划单位”都包含一个组织框架及其内容。作家通过从内存中的知识结构(基于文本的命题结构,情境模型和其他非基于文本的结构)中产生思想来创建要编写文本的心理表示。他们将这些命题组织在更大的文本框架内的连贯簇中。在任何时候,通过将生成和组织过程应用于一系列越来越小的计划单元,可以将来自此文本框架的简单或复杂的命题翻译成它们的最终书面形式。使用计划时间作为因变量进行的一系列重复的方差分析,得出以下主要发现。 (1)总的来说,模型所概述的计划过程的结构得到了支持。 (2)作者从记忆中的三种类型的知识结构中产生思想,并且(3)使用以下计划单位:复杂的命题(最终产品中的句子),简单的命题(从句),语音短语(名词,动词和介词短语)和单词。 (4)尽管技能水平较低的作家使用的基本计划流程与技能水平较高的作家相同,但技能熟练的作家却是效率更高的计划者。 (5)编写任务会影响单位边界上计划时间的相对分布,从而影响计划。

著录项

  • 作者

    Kruidenier, John Robert.;

  • 作者单位

    Harvard University.;

  • 授予单位 Harvard University.;
  • 学科 Education Educational Psychology.; Psychology Developmental.; Education Language and Literature.
  • 学位 Ed.D.
  • 年度 1991
  • 页码 274 p.
  • 总页数 274
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;发展心理学(人类心理学);
  • 关键词

  • 入库时间 2022-08-17 11:50:25

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