Chapter 3. A dual-process model of L1 writing processes
-
David Galbraith
Abstract
Current models of the cognitive processes involved in L1 writing treat them as problem-solving processes, and characterize expert / novice differences as a contrast between a knowledge-transforming approach and a knowledge-telling approach. Empirical research informed by these models has typically used this distinction as a characterization of the processes involved but has not explicitly tested what effect these have on the writer’s knowledge. In this chapter, we argue that these models neglect the implicit nature of much of the writer’s knowledge, and present an alternative dual-process model of writing, which is designed to take this into account. We then describe recent studies in L1 that support the main claims of the dual-process model, call into question some of the assumptions of problem-solving models and suggest that an alternative rough-drafting strategy may help overcome the conflict between text quality and the development of the writer’s understanding. We conclude by discussing the implications for research into L2 writing processes and drafting strategies.
Abstract
Current models of the cognitive processes involved in L1 writing treat them as problem-solving processes, and characterize expert / novice differences as a contrast between a knowledge-transforming approach and a knowledge-telling approach. Empirical research informed by these models has typically used this distinction as a characterization of the processes involved but has not explicitly tested what effect these have on the writer’s knowledge. In this chapter, we argue that these models neglect the implicit nature of much of the writer’s knowledge, and present an alternative dual-process model of writing, which is designed to take this into account. We then describe recent studies in L1 that support the main claims of the dual-process model, call into question some of the assumptions of problem-solving models and suggest that an alternative rough-drafting strategy may help overcome the conflict between text quality and the development of the writer’s understanding. We conclude by discussing the implications for research into L2 writing processes and drafting strategies.
Chapters in this book
- Prelim pages i
- Table of contents v
-
Introduction
- Chapter 1. Writing and language learning 3
-
Part I. Advances in theoretical perspectives
- Chapter 2. L2 writing and L2 learning: Transfer, self-regulation, and identities 29
- Chapter 3. A dual-process model of L1 writing processes 49
- Chapter 4. Toward an agenda for researching L2 writing and language learning 73
- Chapter 5. L2 writing-to-learn 95
-
Part II. Advances in empirical research
- Chapter 6. The effects of task repetition across modalities and proficiency levels 121
- Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback 145
- Chapter 8. Task modality, communicative adequacy and CAF measures 183
- Chapter 9. A mixed-methods approach to exploring the L2 learning potential of writing versus speaking 207
- Chapter 10. Processing output during individual L2 writing tasks 231
- Chapter 11. Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing 255
- Chapter 12. The meaning-making potential of collaborative L2 writing at tertiary level 281
- Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context 309
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Part III. Advances in future research agendas
- Chapter 14. An ISLA perspective on L2 learning through writing 335
- Chapter 15. Can writing facilitate the development of a richer vocabulary? 357
- Chapter 16. Can writing facilitate the development of grammatical competence? 381
-
Coda
- Chapter 17. The language learning potential of L2 writing 405
- Index 427
Chapters in this book
- Prelim pages i
- Table of contents v
-
Introduction
- Chapter 1. Writing and language learning 3
-
Part I. Advances in theoretical perspectives
- Chapter 2. L2 writing and L2 learning: Transfer, self-regulation, and identities 29
- Chapter 3. A dual-process model of L1 writing processes 49
- Chapter 4. Toward an agenda for researching L2 writing and language learning 73
- Chapter 5. L2 writing-to-learn 95
-
Part II. Advances in empirical research
- Chapter 6. The effects of task repetition across modalities and proficiency levels 121
- Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback 145
- Chapter 8. Task modality, communicative adequacy and CAF measures 183
- Chapter 9. A mixed-methods approach to exploring the L2 learning potential of writing versus speaking 207
- Chapter 10. Processing output during individual L2 writing tasks 231
- Chapter 11. Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing 255
- Chapter 12. The meaning-making potential of collaborative L2 writing at tertiary level 281
- Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context 309
-
Part III. Advances in future research agendas
- Chapter 14. An ISLA perspective on L2 learning through writing 335
- Chapter 15. Can writing facilitate the development of a richer vocabulary? 357
- Chapter 16. Can writing facilitate the development of grammatical competence? 381
-
Coda
- Chapter 17. The language learning potential of L2 writing 405
- Index 427
