Knowing what to write : conceptual processes in text production

Mark Torrance · David Galbraith

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Writing and Handwriting Education Neurobiology of Language and Bilingualism Mental Health via Writing

Abstract

Knowing What to Write brings together new and recent research and theory exploring the cognitive processes involved in retrieving, ordering and creating knowledge during text production. Contributions from cognitive psychology, text linguistics, psycholinguistics, and computer science combine to provide a sophisticated and wide-ranging picture of the ways in which writers develop and structure their ideas. This book is recommended both to writing researchers and to any readers interested in the cognitive processes that lie behind complex language behavior.

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2013Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas 2008COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL 2005The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science 2008Writing for different audiences: Effects on high-school students' conceptual understanding of biology 2000Computer-supported collaborative learning through argumentation 2013The Effects of Writing‐to‐Learn Activities on Elementary Students’ Conceptual Understanding: Learning About Force and Motion Through Writing to Older Peers 2004Writing from Sources: The Effect of Explicit Instruction on College Students' Processes and Products 2008Execution and pauses in writing narratives: Processing time, cognitive effort and typing skill

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