Learning to Write Effectively

Foreword: Writing as a Societal Question in Europe; Introduction: Why We Need Writing Research; SECTION 1: WRITING DEVELOPMENT; 1.00.01. Introduction: Writing Development; Liliana Tolchinsky; 1.00.02. Early Development of Handwriting Motor Skills; Olga Soler Vilageliu, Sonia Kandel and Melina Aparici Aznar; 1.00.03. Effects of Orthographic Consistency on Children's Spelling Development; Marie-Claire Hazard, Bruno De Cara and Lucile Chanquoy; 1.00.04. Acquisition of Spelling Skills with Regard to the Norwegian Language; Astrid Skaathun and Per Henning Uppstad; 1.00.05. The Impact of Open and Closed Vowels on the Evolution of Pre-School Children's Writing; Cristina Silva and Margarida Alves; 1.00.06. Copying Ability in Primary School: A Working Memory Approach; Christian Weinzierl, Joachim Grabowski and Markus Schmitt; 1.00.07. Acquisition of Linearization in Writing, from Grades 5 to 9; Lucie Beauvais, Monik Favart, Jean-Michel Passerault and Thierry Olive; 1.00.08. Construct-Relevant or Construct-Irrelevant Variance in Measures of Reading? Oddny Judith Solheim and Per Henning Uppstad; 1.00.09. Studying Written Language Development in Different Contexts, Languages and Writing Systems; Liliana Tolchinsky and Joan Perera; 1.00.10. The Impact of Oral Language Skills on Children's Production of Written Text; Julie Dockrell, Vincent Connelly, Geoff Lindsay and Clare Mackie; 1.00.11. The Development of Written Language in Children with Language Impairment; Judy Reilly, Jun O'Hara, Darin Woolpert, Nayme' Salas, Beverly Wulfeck and Liliana Tolchinsky; 1.00.12. Improving Anaphoric Cohesion in Deaf Students' Writing; Barbara Arfe', Pietro Boscolo and Silvia Sacilotto; SECTION 2: LEARNING AND TEACHING WRITING; 2.00.01. Introduction: Teaching and Learning Writing; Montserrat Castello' and Otto Kruse; Subsection 2.01: Writing Instruction; 2.01.01. Implementation of Self-Regulated Writing Strategies in Elementary Classes; Sandra Budde; 2.01.02. Evaluating Cognitive Self-Regulation Instruction for Developing; Students' Writing Competence; Raquel Fidalgo, Mark Torrance, Patricia Robledo and Jesu's-Nicasio Garci'a; 2.01.03. Are Help Levels Effective in Textual Revision? Olga Arias-Gundi'n and Jesu's-Nicasio Garci'a; 2.01.04. A Spanish Research Line Focused on the Improvement of; Writing Composition in Students With and Without LD; Jesu's-Nicasio Garci'a and Esther Garci'a-Marti'n; 2.01.05. Results of Writing Products After a Motivational Intervention Programme According to Students' Motivational Levels; Ana M. de Caso and Jesu's-Nicasio Garci'a; 2.01.06. Can Different Instructional Programmes Achieve Different Results on Students' Writing Attitudes and Writing; Self-Efficacy? Ana M. de Caso and Jesu's-Nicasio Garci'a; 2.01.07. Enhancing Writing Self-Efficacy Beliefs of Students With Learning Disabilities Improves Their Writing Processes and Writing Products; Ana M. de Caso and Jesu's-Nicasio Garci'a; 2.01.08. Comparative Studies of Strategy and Self-Regulated Interventions in Students With Learning Disabilities; Raquel Fidalgo and Jesu's-Nicasio Garci'a; 2.01.09. Instructional and Developmental Online Approaches of Writing Composition in Students With and Without; Learning Disabilities; Jesu's-Nicasio Garci'a, Mari'a-Lourdes A ' lvarez, Carmen Di'ez and Patricia Robledo; 2.01.10. Effective Characteristics of Intervention Programmes Focused on Writing and Agenda; Jesu's-Nicasio Garci'a and Esther Garci'a-Marti'n; 2.01.11. Improving Struggling Writers via Digital Recordings; Margunn Mossige and Per Henning Uppstad; 2.01.12. Non-Fiction Writing in Lower Secondary School; Anne Ha land; 2.01.13. Observational Learning in Argumentative Writing; Martine Braaksma, Gert Rijlaarsdam and Huub van den Bergh; 2.01.14. Hypertext Writing: Learning and Transfer Effects; Martine Braaksma, Gert Rijlaarsdam and Huub van den Bergh; 2.01.15. Effective Instructional Strategies in Collaborative Revision in EFL: Two Empirical Studies; Elke Van Steendam, Gert Rijlaarsdam, Lies Sercu and Huub van den Bergh; 2.01.16. Tutoring the End-of-Studies Dissertation: Helping Psychology Students Find Their Personal Voice When Revising Academic Texts; Montserrat Castello', Anna In"esta, Marta Pardo, Eva Liesa and Reinaldo Marti'nez-Ferna'ndez; 2.01.17. Learning Philosophy by Writing in a Community of Learning; Mariona Corcelles and Montserrat Castello'; 2.01.18. Improving Students' Academic Writing: The Results of Two Empirical Projects; Helmut Gruber, Birgit Huemer and Markus Rheindorf; 2.01.19. Classroom Teaching of Writing Throughout Schooling; Lui'sa A ' lvares Pereira, Ine s Cardoso and M. Jose' Loureiro; 2.01.20. Teaching Reading and Writing to Learn in Primary Education; Isabel Marti'nez, Elena Marti'n and Mar Mateos; 2.01.21. Effects of Being a Reader and Observing Readers on Argumentative Writing; Noreen S. Moore and Charles A. MacArthur; 2.01.22. Writing and Text Genre Acquisition Among 4- to 8-Year-Old Icelandic Children; Rannveig Oddsdo'ttir, Freyja Birgisdo'ttir and Hrafnhildur Ragnarsdo'ttir; 2.01.23. Parental Intervention in Improving Children's Writing and Their Achievement; Patricia Robledo and Jesu's-Nicasio Garci'a; 2.01.24. Supporting Children in Improving Their Presentation of School Reports; Hans van der Meij; Subsection 2.02: Learners' Writing Processes; 2.02.01. Explaining Knowledge Change Through Writing; Veerle Baaijen, David Galbraith and Kees de Glopper; 2.02.02. Patterns of Meta-Cognitive Processing During Writing: Variation According to Reported Writing Profile; Marion Tillema, Huub van den Bergh, Gert Rijlaarsdam and Ted Sanders; 2.02.03. Formulating Activities in L1 and L2 and Their Relation With Text Quality; Daphne van Weijen, Marion Tillema and Huub van den Bergh; 2.02.04. Relationship Between Text Quality and Management of the Writing Processes; Caroline Beauvais, Thierry Olive and Jean-Michel Passerault; 2.02.05. Spanish Children's Use of Writing Strategies When Composing Texts in English as a Foreign Language; Jose' Mari'a Campillo Ferrer, Sonia Lo'pez Serrano and Julio Roca de Larios; 2.02.06. The Effects of Dyslexia on the Writing Processes of Students in Higher Education; David Galbraith, Veerle Baaijen, Jamie Smith-Spark and Mark Torrance; 2.02.07. Subcomponents of Writing Literacy: Diagnosis and Didactical Support; Joachim Grabowski, Michael Becker-Mrotzek, Matthias Knopp, Nicole Nachtwei, Christian Weinzierl, Jorg Jost and; Markus Schmitt; 2.02.08. What Expert Writers Do When They Don't Solve Problems? Literate Expertise Revisited; Atle Skaftun and Per Henning Uppstad; 2.02.09. Effects of Creative Writing on Students' Literary Response; Tanja Janssen; 2.02.10. Writing Summaries and Syntheses to Learn in Secondary and Higher Education; Isabel Sole', Mariana Miras, Marta Gra'cia, Nuria Castells, Sandra Espino, Mar Mateos, Elena Marti'n, Isabel Cuevas and Ruth Villalo'n; Subsection 2.03: Text Assessment; 2.03.01. CEFLING: Combining Second Language Acquisition and Testing Approaches to Writing; Maisa Martin, Riikka Alanen, Ari Huhta, Paula Kalaja, Katja Mantyla.., Mirja Tarnanen and A sa Palviainen; 2.03.02. Designing and Assessing L2 Writing Tasks Across CEFR Proficiency Levels; Riikka Alanen, Ari Huhta, Maisa Martin, Mirja Tarnanen, Katja Mantyla.., Paula Kalaja and A sa Palviainen; 2.03.03. What Is 'Improvement' in L2 French Writing? Cecilia Gunnarsson; 2.03.04. DESI - Text Production; Astrid Neumann; 2.03.05. Indicator Model of Students' Writing Skills (IMOSS); Astrid Neumann and Swantje Weinhold; 2.03.06. Assessment of Written Proficiency: Finnish-Speaking University Students Writing in Swedish; A sa Palviainen 239; 2.03.07. Development of Written and Spoken Narratives and Expositories in Icelandic; Hrafnhildur Ragnarsdo'ttir; Subsection 2.04: Learner and Teacher Variables; 2.04.01. What Do Portuguese University Students Say About Their Writing in Exams? Jose' Branda"o Carvalho; 2.04.02. The Impact of Educational Experiences on Writing Processes and Products; Florentina Nicola's Conesa; 2.04.03. Taking and Using Notes and Learning Approach in University Students; Sandra Espino and Mariana Miras; 2.04.04. The Effect of Beliefs on Writing Synthesis from Multiple Texts; Mar Mateos, Isabel Cuevas, Elena Marti'n, Ana Marti'n, Maria Luna, Gerardo Echeita, Mariana Miras, Isabel Sole', Nuria Castells, Sandra Espino and Marta Minguela; 2.04.05. The Dynamics of Writing Beliefs and Composing Strategies; Florentina Nicola's Conesa; 2.04.06. Does the Quality of Teaching Determine Students' Achievement in Writing? Deilis-Ivonne Pacheco-Sanz, Jesu's-Nicasio Garci'a and Carmen Di'n and Mar Mateos; 2.01.21. Effects of Being a Reader and Observing Readers on Argumentative Writing; Noreen S. Moore and Charles A. MacArthur; 2.01.22. Writing and Text Genre Acquisition Among 4- to 8-Year-Old Icelandic Children; Rannveig Oddsdo'ttir, Freyja Birgisdo'ttir and Hrafnhildur Ragnarsdo'ttir; 2.01.23. Parental Intervention in Improving Children's Writing and Their Achievement; Patricia Robledo and Jesu's-Nicasio Garci'a; 2.01.24. Supporting Children in Improving Their Presentation of School Reports; Hans van der Meij; Subsection 2.02: Learners' Writing Processes; 2.02.01. Explaining Knowledge Change Through Writing; Veerle Baaijen, David Galbraith and Kees de Glopper; 2.02.02. Patterns of Meta-Cognitive Processing During Writing: Variation According to Reported Writing Profile; Marion Tillema, Huub van den Bergh, Gert Rijlaarsdam and Ted Sanders; 2.02.03. Formulating Activities in L1 and L2 and Their Relation With Text Quality; Daphne van Weijen, Marion Tillema and Huub van den Bergh; 2.02.04. Relationship Between Text Quality and Management of the Writing Processes; Caroline Beauvais, Thierry Olive and Jean-Michel Passerault; 2.02.05. Spanish Children's Use of Writing Strategies When Composing Texts in English as a Foreign Language; Jose' Mari'a Campillo Ferrer, Sonia Lo'pez Serrano and Julio Roca de Larios; 2.02.06. The Effects of Dyslexia on the Writing Processes of Students in Higher Education; David Galbraith, Veerle Baaijen, Jamie Smith-Spark and Mark Torrance; 2.02.07. Subcomponents of Writing Literacy: Diagnosis and Didactical Support; Joachim Grabowski, Michael Becker-Mrotzek, Matthias Knopp, Nicole Nachtwei, Christian Weinzierl, Jorg Jost and; Markus Schmitt; 2.02.08. What Expert Writers Do When They Don't Solve Problems? Literate Expertise Revisited; Atle Skaftun and Per Henning Uppstad; 2.02.09. Effects of Creative Writing on Students' Literary Response; Tanja Janssen; 2.02.10. Writing Summaries and Syntheses to Learn in Secondary and Higher Education; Isabel Sole', Mariana Miras, Marta Gra'cia, Nuria Castells, Sandra Espino, Mar Mateos, Elena Marti'n, Isabel Cuevas and Ruth Villalo'n; Subsection 2.03: Text Assessment; 2.03.01. CEFLING: Combining Second Language Acquisition and Testing Approaches to Writing; Maisa Martin, Riikka Alanen, Ari Huhta, Paula Kalaja, Katja Mantyla.., Mirja Tarnanen and A sa Palviainen; 2.03.02. Designing and Assessing L2 Writing Tasks Across CEFR Proficiency Levels; Riikka Alanen, Ari Huhta, Maisa Martin, Mirja Tarnanen, Katja Mantyla.., Paula Kalaja and A sa Palviainen; 2.03.03. What Is 'Improvement' in L2 French Writing? Cecilia Gunnarsson; 2.03.04. DESI - Text Production; Astrid Neumann; 2.03.05. Indicator Model of Students' Writing Skills (IMOSS); Astrid Neumann and Swantje Weinhold; 2.03.06. Assessment of Written Proficiency: Finnish-Speaking University Students Writing in Swedish; A sa Palviainen 239; 2.03.07. Development of Written and Spoken Narratives and Expositories in Icelandic; Hrafnhildur Ragnarsdo'ttir; Subsection 2.04: Learner and Teacher Variables; 2.04.01. What Do Portuguese University Students Say About Their Writing in Exams? Jose' Branda"o Carvalho; 2.04.02. The Impact of Educational Experiences on Writing Processes and Products; Florentina Nicola's Conesa; 2.04.03. Taking and Using Notes and Learning Approach in University Students; Sandra Espino and Mariana Miras; 2.04.04. The Effect of Beliefs on Writing Synthesis from Multiple Texts; Mar Mateos, Isabel Cuevas, Elena Marti'n, Ana Marti'n, Maria Luna, Gerardo Echeita, Mariana Miras, Isabel Sole', Nuria Castells, Sandra Espino and Marta Minguela; 2.04.05. The Dynamics of Writing Beliefs and Composing Strategies; Florentina Nicola's Conesa; 2.04.06. Does the Quality of Teaching Determine Students' Achievement in Writing? Deilis-Ivonne Pacheco-Sanz, Jesu's-Nicasio Garci'a and Carmen Di'n and Mar Mateos; 2.01.21. Effects of Being a Reader and Observing Readers on Argumentative Writing; Noreen S. Moore and Charles A. MacArthur; 2.01.22. Writing and Text Genre Acquisition Among 4- to 8-Year-Old Icelandic Children; Rannveig Oddsdo'ttir, Freyja Birgisdo'ttir and Hrafnhildur Ragnarsdo'ttir; 2.01.23. Parental Intervention in Improving Children's Writing and Their Achievement; Patricia Robledo and Jesu's-Nicasio Garci'a; 2.01.24. Supporting Children in Improving Their Presentation of School Reports; Hans van der Meij; Subsection 2.02: Learners' Writing Processes; 2.02.01. Explaining Knowledge Change Through Writing; Veerle Baaijen, David Galbraith and Kees de Glopper; 2.02.02. Patterns of Meta-Cognitive Processing During Writing: Variation According to Reported Writing Profile; Marion Tillema, Huub van den Bergh, Gert Rijlaarsdam and Ted Sanders; 2.02.03. Formulating Activities in L1 and L2 and Their Relation With Text Quality; Daphne van Weijen, Marion Tillema and Huub van den Bergh; 2.02.04. Relationship Between Text Quality and Management of the Writing Processes; Caroline Beauvais, Thierry Olive and Jean-Michel Passerault; 2.02.05. Spanish Children's Use of Writing Strategies When Composing Texts in English as a Foreign Language; Jose' Mari'a Campillo Ferrer, Sonia Lo'pez Serrano and Julio Roca de Larios; 2.02.06. The Effects of Dyslexia on the Writing Processes of Students in Higher Education; David Galbraith, Veerle Baaijen, Jamie Smith-Spark and Mark Torrance; 2.02.07. Subcomponents of Writing Literacy: Diagnosis and Didactical Support; Joachim Grabowski, Michael Becker-Mrotzek, Matthias Knopp, Nicole Nachtwei, Christian Weinzierl, Jorg Jost and; Markus Schmitt; 2.02.08. What Expert Writers Do When They Don't Solve Problems? Literate Expertise Revisited; Atle Skaftun and Per Henning Uppstad; 2.02.09. Effects of Creative Writing on Students' Literary Response; Tanja Janssen; 2.02.10. Writing Summaries and Syntheses to Learn in Secondary and Higher Education; Isabel Sole', Mariana Miras, Marta Gra'cia, Nuria Castells, Sandra Espino, Mar Mateos, Elena Marti'n, Isabel Cuevas and Ruth Villalo'n; Subsection 2.03: Text Assessment; 2.03.01. CEFLING: Combining Second Language Acquisition and Testing Approaches to Writing; Maisa Martin, Riikka Alanen, Ari Huhta, Paula Kalaja, Katja Mantyla.., Mirja Tarnanen and A sa Palviainen; 2.03.02. Designing and Assessing L2 Writing Tasks Across CEFR Proficiency Levels; Riikka Alanen, Ari Huhta, Maisa Martin, Mirja Tarnanen, Katja Mantyla.., Paula Kalaja and A sa Palviainen; 2.03.03. What Is 'Improvement' in L2 French Writing? Cecilia Gunnarsson; 2.03.04. DESI - Text Production; Astrid Neumann; 2.03.05. Indicator Model of Students' Writing Skills (IMOSS); Astrid Neumann and Swantje Weinhold; 2.03.06. Assessment of Written Proficiency: Finnish-Speaking University Students Writing in Swedish; A sa Palviainen 239; 2.03.07. Development of Written and Spoken Narratives and Expositories in Icelandic; Hrafnhildur Ragnarsdo'ttir; Subsection 2.04: Learner and Teacher Variables; 2.04.01. What Do Portuguese University Students Say About Their Writing in Exams? Jose' Branda"o Carvalho; 2.04.02. The Impact of Educational Experiences on Writing Processes and Products; Florentina Nicola's Conesa; 2.04.03. Taking and Using Notes and Learning Approach in University Students; Sandra Espino and Mariana Miras; 2.04.04. The Effect of Beliefs on Writing Synthesis from Multiple Texts; Mar Mateos, Isabel Cuevas, Elena Marti'n, Ana Marti'n, Maria Luna, Gerardo Echeita, Mariana Miras, Isabel Sole', Nuria Castells, Sandra Espino and Marta Minguela; 2.04.05. The Dynamics of Writing Beliefs and Composing Strategies; Florentina Nicola's Conesa; 2.04.06. Does the Quality of Teaching Determine Students' Achievement in Writing? Deilis-Ivonne Pacheco-Sanz, Jesu's-Nicasio Garci'a and Carmen Di'ez; 2.04.07. Perspective Taking: A Prerequisite of Communicative Writing; Markus Schmitt and Joachim Grabowski; 2.04.08. Development of Fluency in First and Foreign Language Writing; Eva Lindgren, Kirk Sullivan and Kristyan Spelman Miller; 2.04.09. Writing Counter to Personal Opinion: Can Advanced Communication Students Set Aside Their Own Understanding of a Field? Denis Alamargot and Ce'line Beaudet; 2.04.10. Peer Interaction in Students With/Without Learning Disabilities in Writing (LD, NLD and ADHD); Carmen Di'ez, Deilis-Ivonne Pacheco-Snaz and Jesu's-Nicasio Garci'a; Subsection 2.05: Genre in Educational Contexts; 2.05.01. Academic Genres in French Humanities; Isabelle Delcambre and Christiane Donahue; 2.05.02. Comparing Genres of Academic Writing: Abstracts and Summaries; Cornelia Ilie; 2.05.03. Writing Cultures and Student Mobility; Otto Kruse; 2.05.04. Students' Conceptions About Academic Writing; Ruth Villalo'n and Mar Mateos; SECTION 3: DOCUMENT DESIGN; 3.00.01. Introduction: Design of Written Professional Documents; Franck Ganier; 3.00.02. Four Characteristics of Procedural Texts; Franck Ganier; 3.00.03. The Anatomy of Procedural Instructions; Michael Steehouder; 3.00.04. Some Constraints on the Processing of Procedural Instructions; Franck Ganier; 3.00.05. Textual Motivational Elements in Cell Phone User Instructions; Nicole Loorbach and Joyce Karreman; 3.00.06. Enhancing the Design of Instructions for Use: A Contribution of Cognitive Psychology; Franck Ganier; 3.00.07. Writing Easy-to-Read Documents for People With Intellectual Disabilities; R. Ignacio Madrid, Vicenta A ' vila, Inmaculada Fajardo and Antonio Ferrer; 3.00.08. Reading Strategies and Cognitive Load: Implications for the Design of Hypertext Documents; R. Ignacio Madrid, Jose' J. Can"as and Herre van Oostendorp; 3.00.09. Designing Multimedia Documents for the Workplace; Patricia Wright; 3.00.10. Ide'e Suisse: Language Policy and Writing Practice of Public Service Media Journalists; Daniel Perrin, Marcel Burger, Mathias Furer, Aleksandra Gnach, Michael Schanne and Vinzenz Wyss; SECTION 4: TOOLS FOR STUDYING AND SUPPORTING WRITING; 4.00.01. Introduction: Tools for Studying and Supporting Writing: Technological Advances in Writing Research; Luuk Van Waes and Anne Mangen; 4.00.02. Eye and Pen: A Device to Assess the Temporal Course of Writing Production - Three Studies; Denis Alamargot; 4.00.03. EyeWrite - A Tool for Recording Writers' Eye Movements; Mark Torrance; 4.00.04. Reading During Text Production; Roger Johansson, Victoria Johansson, A sa Wengelin and Kenneth Holmqvist; 4.00.05. Inputlog 4.0: Keystroke Logging in Writing Research; Marielle Leijten and Luuk Van Waes; 4.00.06. Fluency in Second-Language and in Mother-Tongue Writing Processes; Maarit Mutta; 4.00.07. Handwriting versus Typewriting: Behavioural and Cerebral Consequences in Letter Recognition; Jean-Luc Velay and Marieke Longcamp; 4.00.08. Text Production in Handwriting versus Computer Typing; Roger Johansson, Victoria Johansson and A sa Wengelin; 4.00.09. The Visual Writer; Gunn Helen Ofstad Oxborough; 4.00.10. Computer Capture of Writing Under Keyboard and Handwriting Conditions; Kristyan Spelman Miller; 4.00.11. Memory for Word Location: Studies in Writing; Nathalie Le Bigot, Jean-Michel Passerault and Thierry Olive; 4.00.12. Writing with PowerPoint; Gisella Paoletti; 4.00.13. Modelling Writing Phases; Daniel Perrin and Marc Wildi; 4.00.14. Design of an Open Corpus and Computer Tool for Writing Development and Instruction among 8 to 16 Years Old Students With and Without Learning Disabilities; Esther Garci'a-Marti'n and Jesu's-Nicasio Garci'a; 4.00.15. Developing Writing Through Observation of Writing Processes Using Keystroke Logging; Eva Lindgren and Kirk Sullivan; 4.00.16. The Haptics of Writing: Cross-Disciplinary Explorations of the Impact of Writing Technologies on the Cognitive-Sensorimotor Processes Involved in Writing; Anne Mangen and Jean-Luc Velay; Author Index; Subject Index; List of Volumes