Research investigating the intricacies of how self-regulated writing strategies are used in a finely focused area of the second language writing process is still lacking. This study takes a mixed-methods approach to explore Chinese English as a Foreign Language learners’ use of self-regulated writing strategies when revising based on automated, peer, and teacher feedback in an online EFL writing context. Thirty-six Chinese university learners filled in three questionnaires. In addition, four learners followed a think-aloud (...) protocol while revising and responding to a stimulated recall interview to provide further data. The results revealed that learners employed an array of self-regulated writing strategies to attain their feedback revision goals. Learners used more cognitive strategies when revising based on automated feedback compared with peer and teacher feedback and more motivational strategies when revising based on teacher feedback. The think-aloud data and stimulated recall interviews coincided with the quantitative findings. Textual analysis revealed that feedback type and quantity were associated with self-regulated writing strategy use. (shrink)

Motivational regulation is crucial to explaining autonomous self-regulated learning, yet has received relatively little empirical attention. This study therefore examined how 230 college students’ motivational-regulation strategies affected their proximal and distal second-language writing-achievement emotions, and sought evidence of interactive effects of such strategies and self-regulated learning strategies on each of these two types of emotions. All the studied types of motivational-regulation strategy were found to directly predict both proximal and distal writing enjoyment, under a “the (...) more the happier” principle, but only a performance-oriented motivational regulation strategy predicted proximal or distal writing anxiety. A social-behavior learning strategy was found to counteract the high proximal anxiety caused by heavy use of the performance self-talk motivational regulation strategy; and motivational-regulation predictors also emerged as stable predictors of both proximal and distal writing well-being. These findings are expected to be both theoretically valuable to the study of motivational regulation under the self-regulated learning framework, and of practical value to educators, learners, and curriculum designers. (shrink)

It's not easy getting published, but everyone has to do it. Writing for Peer Reviewed Journals presents an insider's perspective on the secret business of academic publishing, making explicit many of the dilemmas and struggles faced by all writers, but rarely discussed. Its unique approach is theorised and practical. It offers a set of moves for writing a journal article that is structured and doable but also attends to the identity issues that manifest on the page and in (...) the politics of academic life.The book comprehensively assists anyone concerned about getting published; whether they are early in their career or moving from a practice base into higher education, or more experienced but still feeling in need of further information. Avoiding a 'tips and tricks' approach, which tends to oversimplify what is at stake in getting published, the authors emphasise the production, nurture and sustainability of scholarship through writing – a focus on both the scholar and the text or what they call text work/identity work. The chapters are ordered to develop a systematic approach to the process, including such topics as:The writer The reader What's the contribution? Beginning work Refining the argument Engaging with reviewers and editors Writing for Peer Reviewed Journals uses a wide range of multi-disciplinary examples from the writing workshops the authors have run in universities around the world: including the UK, Canada, Australia, New Zealand, Ireland, South Africa, Norway, Sweden, Denmark and the United States. This international approach coupled with theoretically grounded strategies to guide the authoring process ensure that people at all stages of their career are addressed. This lively book uses a combination of personal stories, student texts, published journal abstracts and excerpts from interviews with journal editors and publishers. Written in an accessible style, one which does not use the patronising 'you' of advice books, it offers a collegial approach to a task which is difficult for most scholars, regardless of their years of experience. (shrink)

This article analyses which propositions of the original hard news texts are replicated in their summaries written by competent readers, with a view to observing the strategies they use to write summaries for this text type and analysing the linguistic devices involved when they implement the strategies. Three strategies, namely deletion, selection and abstraction, are used by summary writers to boil down the original texts to their main points. Implementing these strategies requires readers to make of (...) the relationships holding between the propositions of text. Teaching linguistic devices such as subordinators, conjuncts, lexical signals, lexical repetitions and parallelism is crucial because they assist students to analyse the relationships between the propositions. (shrink)

(2012). Women Write Back: Strategies of Response and the Dynamics of European Literary Culture, 1790–1805. By Stephanie M. Hilger. The European Legacy: Vol. 17, No. 7, pp. 948-950. doi: 10.1080/10848770.2012.718258.

The correct use of connectives has great influence on language learners’ writing proficiency, while errors of connectives are common in foreign learners’ interlanguages. This study examines the types of errors that occur in native English-speaking learners’ Chinese writing, the possible causes for the errors, and the learners’ consequent learning strategies. The present research adopted corpora investigation, questionnaire survey, and focus-group interviews to examine the error types, causes of identified errors, and related learning strategies. Data analysis indicated (...) that: the main error types made by native English-speaking learners from high to low are misuse, overuse, mismatch, misplacement, and underuse of connectives; causes related to intralingual transfer greatly contributes to the presence of errors; and memory, social, and cognitive strategies were the most preferred, followed by metacognitive and compensation strategies, and then by effective strategies which were the least preferred. These findings showed that different strategies can be employed to cope with different errors in writing. The study further suggests that teachers and educators need to help native English-speaking learners find strategies that work best for them in terms of learning Chinese connectives. (shrink)

Students experience different levels of autonomy based on the mediation of self-regulated learning, but little is known about the effects of different mediation technologies on students' perceived SRL strategies. This mixed explanatory study compared two technology mediation models, Icourse and Icourse+Pigai, with a control group that did not use technology. A quasi-experimental design was used, which involved a pre and post-intervention academic writing test, an SRL questionnaire, and one-to-one semi-structured student interviews. The aim was to investigate 280 Chinese (...) undergraduate English as a foreign language students' academic writing performance, lexical complexity, and perceptions of self-regulated strategies in academic writing. One-way ANCOVA of writing performance, Kruskal-Wallis test of lexical complexity, ANOVA of the SRL questionnaire, and grounded thematic content analysis revealed that, first, both Icourse and Icourse+Pigai provided significant support for the development of SRL strategies vs. the control group, although there was no significant difference between the two groups. Second, Icourse+Pigai-supported SRL was more helpful for improving students' academic writing performance because it enabled increased writing practice and correction feedback. Third, Icourse+Pigai-supported SRL did not significantly improve students' lexical complexity. In conclusion, we argue that both learning management systems and automated writing evaluation platforms may be used to assist students' SRL learning to enhance their writing performance. More effort should be directed toward developing technological tools that increase both lexical accuracy and lexical complexity. We conclude that the technical tools used in this study were positively connected to the use of SRL techniques. However, when creating technologically mediated SRL activities, students' psychological study preferences should be considered. (shrink)

Individual differences in the strategies that control sequential behavior were investigated in an experiment in which participants memorized sentences and then wrote them by hand, in a non‐cursive style. Thirty‐two participants each wrote eight sentences, which had hierarchical structures with five levels. The dataset included over 31,000 letters. Despite the deliberately constrained nature of the task and stimuli, 23 patterns of behavior were identified from the durations of pauses that occurred before the inscription of letters at four chunk levels, (...) spanning letters, words, phrases, and sentences. A critical path task analytic model, Graphical Production of Memorized Sentences (GPoMS), shows that the control of writing relies on cues that continuously switch between motor actions and chunk retrievals in a just‐in‐time fashion at the level of letter information. GPoMS explains the individual differences in terms of variants of a motor production mechanism and variants of a chunk retrieval mechanism, which involve varying degrees of parallelism between cognitive actions and motor actions. A graphical technique for constructing GPoMS models was developed that enabled the estimation of ongoing working memory demands during production. (shrink)

A complementary strategy can be defined as any organizing activity which recruits external elements to reduce cognitive loads. Typical organizing activities include pointing, arranging the position and orientation of nearby objects, writing things down, manipulating counters, rulers or other artifacts that can encode the state of a process or simplify perception. To illustrate the idea of a complementary strategy, a simple experiment was performed in which subjects were asked to determine the dollar value of collections of coins. In the (...) no-hands condition, subjects were not allowed to touch the coin images or to move their hands in any way. In the hands condition, they were allowed to use their hands and fingers however they liked. Significant improvements in time and number of errors were observed when S's used their hands over when they did not. To explain these facts, a brief account of some commonly observed complementary strategies is presented, and an account of their potential benefits to perception, memory and attention. (shrink)

Writing strategic documents is a major practice of many actors striving to see their educational ideas realised in the curriculum. In these documents, arguments are systematically developed to create the legitimacy of a new educational goal and competence to make claims about it. Through a qualitative analysis of the writing strategies used in these texts, I show how two of the main actors in the Czech educational discourse have developed a proof that a new educational goal is (...) needed. I draw on the connection of the relational approach in the sociology of education with Lyotard’s analytical semantics of instances in the event. The comparison of the writing strategies in the two documents reveals differences in the formation of a particular pattern of justification. In one case the texts function as a herald of pure reality, and in the other case as a messenger of other witnesses. This reveals different regimens of proof, although both of them were written as prescriptive directives – normative models of the educational world. (shrink)

Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities in the relationship between language learning strategies and the intermediate English as a Foreign Language learners’ writing performance. Oxford Placement Test was run to homogenize the participants, and 100 intermediate learners out of 235 were selected. Then, two valid questionnaires of Ricketts’ Critical Thinking Disposition and Oxford’s Strategy Inventory for Language Learning were administered. Having administered the questionnaires, (...) the researchers asked the participants to sit for a writing test. The data collected from the questionnaires and as well as the scores of their writing performances were analyzed through SPSS. The results showed a significant relationship between learning strategies and learners’ writing performances, the sub-sets of learning strategies and learners’ writing performances, and CTA and learners’ learning strategies. However, CTA did not play a mediating role in the relationship between intermediate EFL learners’ learning strategies and writing performance. Based on the results of the study, one might also conclude that strategies seemed to play a more important role in the performance of learners especially their writing performances. Therefore, this study had useful contributions for students, teachers, and curriculum designers. Findings of this research could assist teachers to be aware of learners’ strategies in learning writing and help their students to be responsive to using learning strategies in their learning process and create a satisfactory learning context for using learning strategies. Therefore, learners were able to become independent and feel responsibility for their own learning. Secondly, curriculum developers could take advantage of the findings to include learning strategies training into the curriculum. As a result, students were able to use strategies in their learning process more easily and finally, the results might pave the way for improving the research findings. (shrink)

In aiming to frame plagiarism as an academic literacy issue, this paper focuses on the strategies used by firsts years Portuguese university students, when writing from sources, along with the relationship between these strategies and the way students view themselves as readers, writers and users of sources. The study was based on 44 short summary essays written by students as well as their responses to a questionnaire and checklist on citation rules. The evaluation of the essays revealed (...) that students often use copying and patchwriting. In addition, we found that much of the time students changed the meaning of the content expressed in the source. In relation to the way students evaluated themselves, generally their view was they used appropriate strategies. The study did not reveal a relationship between perceptions of using appropriate strategies and the use of those same strategies. Nonetheless, we found an association between performance and perceptions of using copying. Perceived use of a ‘think-then-do’ strategy was also related to changing the meaning when writing from sources. Concerning school achievement, stronger students evaluated themselves as using more appropriate strategies, and those who had not previously failed school year also displayed a better knowledge of citation rules. However, we failed to find any relationship between school achievement and the use of strategies for writing from sources. The main findings of the current research point to the existence of issues concerning how to address academic literacy, findings that go beyond plagiarism and, consequently, indicate the need for pedagogical responses. (shrink)

This paper explores Bessie Head’s writing as a survival strategy through which she transformed her lived experience into imaginative literature, giving meaning and purpose to a life under permanent threat from the dominant group first in South Africa and later in Botswana. This threat included the destructive effect of the many fixed labels imposed upon her including: a ‘Coloured’ woman, the daughter of a woman designated mad, an exile, a psychotic, a tragic black woman, and a Third World woman (...) writer. Her endeavours to avoid and defeat such limited, static definitions produced work characterised by contradiction and paradox, through which she asserted her right to survive and determined, like Makhaya in When Rain Clouds Gather , to establish ‘a living life’ in place of the ‘living death that a man could be born into’ (Head 1989, 136). Through a combination of Head’s personal letters and papers and her published work, it can be seen how her particular preoccupations and experiences including her life in exile, her beliefs about her origins, her relationship to her absent mother, her distress, her madness and her need for love and for work were transformed into writing which expresses not only the destructive circumstances of her life but also its life-affirming aspects. Her writing was also a means by which she could create identities to express the dangers she encountered from the all-pervasive power structures which influenced her life and her sense of self, as well as ways to transcend them, enabling her to say in the last years of her life ‘I am no failure’ (20.2.1986 KMM BHP). (shrink)

Listening and responding to patients’ stories for over 20 years as an emergency physician has strengthened my appreciation for the many ways that the skills and principles drawn from writing fiction double as necessary clinical skills. The best medicine doesn’t work on the wrong story, and the stories patients tell sometimes feel like first drafts—vital and fragile works-in-progress. Increasingly complex health challenges compounded by social, financial, and psychological burdens make for stories that are difficult to articulate and comprehend. In (...) this essay, I argue that healthcare providers need to think like creative writers and the skills and sensitivities necessary to story construction deserve a vital space in medical education. A thorough understanding of story anatomy and the imaginative flexibility to work stories into open spaces serve as antidotes to the reductive nature of clinical decision making and have implications as patient safety and risk management strategies. The examples that I have selected demonstrate how thinking like a creative writer functions at the bedside, providing tools for clinical excellence and empathy. This approach asks that we re-imagine the importance of story in clinical care: from a vehicle to a diagnosis to its place as a critical destination. (shrink)

This guide focuses on the content and form of excellent philosophical writing, with further comments on reading, thinking, writing processes, publication strategies, and self-cultivation.

A complementary strategy can be defined as any organizing activity which recruits external elements to reduce cognitive loads. Typical organizing activities include pointing, arranging the position and orientation of nearby objects, writing things down, manipulating counters, rulers or other artifacts that can encode the state of a process or simplify perception. To illustrate the idea of a complementary strategy, a simple experiment was performed in which subjects were asked to determine the dollar value of collections of coins. In the (...) no-hands condition, subjects were not allowed to touch the coin images or to move their hands in any way. In the hands condition, they were allowed to use their hands and fingers however they liked. Significant improvements in time and number of errors were observed when S's used their hands over when they did not. To explain these facts, a brief account of some commonly observed complementary strategies is presented, and an account of their potential benefits to perception, memory and attention. (shrink)

A complementary strategy can be defined as any organizing activity which recruits external elements to reduce cognitive loads. Typical organizing activities include pointing, arranging the position and orientation of nearby objects, writing things down, manipulating counters, rulers or other artifacts that can encode the state of a process or simplify perception. To illustrate the idea of a complementary strategy, a simple experiment was performed in which subjects were asked to determine the dollar value of collections of coins. In the (...) no-hands condition, subjects were not allowed to touch the coin images or to move their hands in any way. In the hands condition, they were allowed to use their hands and fingers however they liked. Significant improvements in time and number of errors were observed when S’s used their hands over when they did not. To explain these facts, a brief account of some commonly observed complementary strategies is presented, and an account of their potential benefits to perception, memory and attention. (shrink)

When 16- and 17-year-old students are required to write a framed argumentative text which first supports position A and then supports an opposing position B, the familiarity of the debated topic seems to determine the “argumentative quality” of the texts produced. Indeed, the possibility of getting personally involved in the discourse leads to more effective writing strategies and to the use of typical marks of argumentation.

Patrick Chamoiseau's Un Dimanche au cachot and Gisèle Pineau's Folie, aller simple refer to the authors’ professions to explore the tensions besetting Caribbean territories that belong integrally to the French Republic, yet are culturally distinct from the Hexagon. While both writers use a version of ‘staged marginality’ to raise questions about the ‘imagined community’ of the Republic, each adopts a different political approach and writing strategy. Chamoiseau appears still to struggle with binary colonial anxieties in relation to France, despite (...) his professed immersion in Glissant's transcending ‘Tout-Monde’; Pineau presents a less theorized, more integrative ‘transcultural’ Frenchness based on her personal experience. These contrasting interpretations highlight the need for a theoretical approach to the Antilles that accommodates both the shifting, relational dynamic associated with Glissant's postcolonial perspective, and the binary axis of centre and periphery more commonly associated with colonialism. (shrink)

Many individuals domestically and internationally who strive for peace and justice are concerned about the new National Security Strategy issued by the George W. Bush Administration in September 2002. 1 William Galston, for example, writes in a recent issue of Philosophy and Public Policy Quarterly: A global strategy based on the new Bush doctrine of preemption means the end of the system of international institutions, laws and norms that we have worked to build for more than a half a century. (...) To his credit, Kissinger recognizes this; he labels Bush’s new approach “revolutionary” and declares, “Regime change as a goal for military intervention challenges the international system.” 2 Does the new Bush doctrine end the international legal system? Is the new Bush doctrine making policy declarations that are unprecedented in United States history? While I share many of the concerns critics are expressing about the new national security strategy, I contend that the more serious issue is not the ways in which this strategy represents a departure from those of prior United States presidential administrations but the actual practices of the Bush administration that appeal to this strategy. I will indicate how this new national security strategy does not represent much of a shift in policy, capability, or practice. Instead, this strategy Bush is using the strategy as an enabling device for a disturbing resurgence of United States global imperialism that serves interests that are actually opposed to the political rhetoric of the value of nations aiming for democracy and a market economy. I conclude by commenting on pursuing genuinely democratic values. I suggest that if the United States were truly committed to democratic values, then any military interventions would require the prior consent of the people. Otherwise what the United States refer to as “bringing democracy” to a people will be more like a militarily enforced authoritarianism that too closely resembles old-style exploitive imperialism. (shrink)

Gerd Buchdahl’s international reputation rests on his masterly writings on Kant. In them he showed how Kant transformed the philosophical problems of his predecessors and he minutely investigated the ways in which Kant related his critical philosophy to the contents and methods of natural science. Less well known, if only because in large part unpublished, are the writings in which Buchdahl elaborated his own views on the methods and status of the sciences. In this paper I examine the roles of (...) hermeneutics in Buchdahl’s reconstruction of Kant’s philosophical system and in his own ‘transcendental methodological’ approach to the philosophy of science. The first section looks at Buchdahl’s views on the theory and practice of historical interpretation and at the Husserlian hermeneutic scheme of reduction and realisation that he used in his later accounts of the philosophies of science of Kant and himself. The second section concentrates on Buchdahl’s treatment of the grounds of science in Kant; and the third on the hermeneutic strategies Buchdahl employed in articulating and justifying his own views. The paper closes with reflections on the impact and importance of Buchdahl’s interpretation of Kant’s critical philosophy in relation to the sciences and of his own hermeneutically based philosophy of science.Author Keywords: Buchdahl; Kant; Hermeneutics; Methodology; Transcendental philosophy. (shrink)

Is writing a human science? Certainly it is not science as such, despite much specialist knowledge about its strategies, developed by scholarly research going back many years. But what are called the human sciences are not ’sciences’ either; they have simply followed in the wake of the natural sciences and used the same word. And yet it is precisely here, in the equivocal area opened up by the statement ’writing as a human science’, that one of the (...) fundamental questions concerning the relationship of these ’sciences’ to writing is revealed. (shrink)

A complementary strategy can be defined as any organizing activity which recruits external elements to reduce cognitive loads. Typical organizing activities include pointing, arranging the position and orientation of nearby objects, writing things down, manipulating counters, rulers or other artifacts that can encode the state of a process or simplify perception. To illustrate the idea of a complementary strategy, a simple experiment was performed in which subjects were asked to determine the dollar value of collections of coins. In the (...) no-hands condition, subjects were not allowed to touch the coin images or to move their hands in any way. In the hands condition, they were allowed to use their hands and fingers however they liked. Significant improvements in time and number of errors were observed when S's used their hands over when they did not. To explain these facts, a brief account of some commonly observed complementary strategies is presented, and an account of their potential benefits to perception, memory and attention. (shrink)

The argument of this paper is part of a general defence of the claim that Bentham's moral theory embodies a utilitarian theory of distributive justice, which is developed in his Civil Law writings. Whereas it is a commonplace of recent revisionist scholarship to argue that J. S. Mill had a developed utilitarian theory of justice, few scholars regard Bentham as having a theory of justice, let alone one that rivals in sophistication that of Mill. Indeed, Gerald J. Postema in his (...) book Bentham and the Common Law Tradition, argues that Bentham had no substantial concern with the concept of justice, and that what analysis of the concept there is in Bentham's thought is unlike the utilitarian theory of justice to be found in chapter five of J. S. Mill's Utilitarianism Although Postema's interpretation is not the only one that will be addressed in this paper, it serves as an important starting point for any rival interpretation of Bentham's ethical theory for two reasons. Firstly, it is the most comprehensive and most penetrating discussion of Bentham's utilitarian theory, drawing as it does on a wide variety of published and unpublished materials written throughout Bentham's career. Secondly, it is interesting in this particular context because the contrast that Postema draws between Bentham's and Mill's theories of justice depends upon a particular reading of Mill's theory of justice and utility which is derived from recent scholarship and which is by no means uncontroversial. As part of the defence of the claim that Bentham had a sophisticated theory of distributive justice, it will be argued in this paper that the contrast drawn between Bentham and Mill does not stand up to careful scrutiny, for insofar as Mill's theory of justice can be consistently defended it is not significantly different from the utilitarian strategy that Bentham employed for incorporating considerations of distributive justice within his theory. This is not to claim that there are not significant differences between the theories of justice of Bentham and J. S. Mill, but it is to claim that whatever technical differences exist between their theories, both writers saw the need to incorporate the concept of justice within utilitarianism. Therefore, rather than showing that Mill is an interesting thinker to the extent that he abandons his early Benthamism, by demonstrating how close Mill's theory of utility and justice is to that of Bentham, it will be possible to argue that Bentham employed a sophisticated and subtle utilitarian theory that was responsive to the sort of problems which occupied Mill a generation later. (shrink)

Brought together for the first time, these writings by visual artist and writer Yve Lomax are united by a common thread: they place writing itself--the written image--into the repertoire of visual art. The book both proposes and demonstrates this development. It also has a twofold purpose and function: it can be read and enjoyed as performance, often resembling poetry, thick with ideas, images and metaphors. It is also an original contribution to theoretical writing on the visual, particularly relating (...) to the image and difference, celebrating and referring to the work of Michel Serres, Gilles Deleuze, Luce Irigaray and others in pursuit of its own strategy of introducing the written image into the theoretical text. (shrink)

meaning of a proper name is simply its referent.[1] This thesis, however, brings with it a whole host of problems. One particularly thorny difficulty is that of negative existentials, sentences of the form ‘N does not exist’ (where ‘N’ is a proper name). Intuitively, some such sentences are true, but the direct reference theory seems to imply that they must be either false or meaningless. After all, if the meaning of a name is just its referent, then a sentence such (...) as ‘Mary does not exist’ is meaningless unless there exists a person Mary who is the referent of the name ‘Mary’. But if such a person exists, then the sentence denying her existence must be false.            Now it might be suggested that negative existentials involve a rather rare and specialized use of names, for which an alternate analysis might well be appropriate. One might, for example, have independent reasons for thinking that existence is not a predicate. Even if this is right, however, the analysis of fictional discourse poses difficulties for the direct reference theory that cannot be so easily avoided. The trouble is that fictional names—‘Sherlock Holmes’ and ‘Bilbo Baggins’, for example—lack referents; fictional characters do not exist. As a result, a simple application of the direct reference view to fictional discourse is entirely untenable—this would entail that claims regarding fictional characters are not only never true, but always meaningless.            The tendency in the philosophy of language has been to treat fictional discourse as a peripheral case, posing little threat to the direct reference view. And, as such, the fact that the analysis of fiction seems to run into intractable difficulties has been downplayed, and the fact the analyses on offer tend to be ad hoc has been tolerated. Typical strategies include treating fictional names as abbreviations for definite descriptions, supposing that fictional names occur within the scope of tacit fictive operators of various sorts, or taking them to directly refer to non-existent objects.. (shrink)

One of the problems when students go to university is that they are faced with insufficient skills (reading, summarizing and writing). These skills are not just an option for students – they are a necessity. One of these skills is text summarizing. Summarizing strategies may be called the gist of the literary text. Different summarization strategies may be required for different text types and lengths. The ability to summarize well means your reading comprehension and writing skill (...) should be excellent. Summarization is a high-level comprehension strategy which is effective in improving reading achievement and text summary quality.Several approaches have been developed to analyse summarizing skills which are required to teach and learn English at all levels especially at university level. The research was conducted among students of the second year English department at University of Vlora. The summaries reflect the major differences among the strategies used by skilled and unskilled students. The skilled students produce coherent linguistic and syntactic structures. Skilled (high-proficiency) students use semantic and prepositional phrases more than unskilled students (low-proficiency). Thus, the skilled students do not distort ideas of the original text but distort subject-verb order. When they summarize, we can easily distinguish the way in which they combine idea units across two or more paragraphs. The summaries reflect that students write very long sentences. The margin of errors is considerable due to the mother tongue influence and their level of English. (shrink)