Methodos

A New Systems Approach to Modelling in the Social Sciences

By: Deirdre Pratt

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Hardcover | 20 January 2011

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Hardcover
252 Pages

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23.5 x 15.88 x 1.91

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This book offers an alternative view to current postmodern approaches to composition. It takes a critical realist stance to arrive at the "essence" of written communication with the aim of informing a practical application: a computerised writing tutor. Following Robert Franck's seminal work on modelling, a theoretical model of writing was first formulated, consisting of an architecture of functions which constitute the prerequisites for effective communication. Next, an applied model - a composing algorithm with an input option - was developed, showing composing to be a systemic social process with intra- and extra-systemic variation. The algorithm provided the design template for a writing tutor program which models for the learner both the systemic and the socially situated nature of writing. This book establishes composing as a communicative interaction, and shows the essential dynamism of writing, while offering an exemplar of a systems approach to modelling in the social sciences.

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Published: 25th February 2013

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Review of Composition Software	p. 1
Introduction	p. 1
General Principles for Using Computers in Writing Instruction	p. 1
The Need to Consult Educational Goals and Methods	p. 2
Categories of Writing Tutor Programs Currently Available	p. 5
Conferencing-Type Tutors	p. 7
Tutors Based on Text-Analysis	p. 7
Tutors Based on Heuristics or Invention Strategies	p. 7
Text or Revision Tools	p. 7
Organisers	p. 8
Process-Based Tutors	p. 8
Features of a Versatile Writing Tutor Program	p. 12
Conclusion	p. 13
Critical Realism	p. 15
Introduction	p. 15
Overview of Critical Realism	p. 15
Critical Realism as Investigative Orientation	p. 17
Criticisms of Critical Realism	p. 20
Fallacies in Critical Realism	p. 22
The Epistemic/Linguistic Fallacy	p. 22
The Theory-Determinant Fallacy	p. 23
Critical Realism and Literacy	p. 24
Critical Realism and Composition	p. 27
The Nature of the "User's Model" of Composing	p. 30
Use of the Term "Discourse" in This Study	p. 31
Conclusion	p. 34
The Modelling Process	p. 37
Introduction	p. 37
The Nature of Theory	p. 37
The Relationship Between Theory and Practice	p. 39
The Use of Theory in This Study	p. 40
The Relationship Between Theory and Models	p. 41
The Models Produced in This Study	p. 43
Franck's Modelling Process	p. 45
The Nature of Social Mechanisms	p. 48
Contingent and Intentional Causality	p. 49
Validation of the Models	p. 52
Video Protocol Analysis	p. 54
Generalizability of the Theoretical Model	p. 55
Interplay Between Data and Theory	p. 56
Stratification in the Inquiry Process	p. 57
Cycles of Modelling Involved	p. 58
First Cycle of Modelling (Masters Research)	p. 60
Second Cycle of Modelling	p. 60
Third Cycle of Modelling	p. 61
Conclusion	p. 62
The User's Model of Composing	p. 65
Introduction	p. 65
The Property of the Social System	p. 65
The Phenomenon of Composing	p. 67
The "Property of the System" Involved in Composing	p. 69
The Functions Performed in Composing	p. 69
The Mechanism Involved in Composing	p. 71
The Empirical Model of Composing	p. 72
Background to the Formulation of the Model	p. 72
The Concept of a "User's Model"	p. 73
The "Stages of the Writing Process" Model	p. 74
Application of the First Empirical Model	p. 78
Interfacing Composition Software with Word Processors	p. 78
The Issue of Social Context	p. 79
The Lack of a Theoretical Underpinning to the Model	p. 79
The User's Model as a Description of Real Life Composing	p. 80
Conclusion	p. 81
Testing Out the User's Model	p. 83
Introduction	p. 83
The Video Protocol Analysis Method	p. 84
Advantages and Disadvantages of Video Protocols	p. 86
Composing Profile Graphs	p. 87
Confirmation of Phases in Composing	p. 88
Description of the Phases	p. 89
Confirmation of the Stages in the Empirical Model	p. 92
The Emerging Picture of Composing	p. 93
Key Issues Emerging from the Video Protocols	p. 101
The Process Approach	p. 102
Origins and Focus of the Process Approach	p. 102
Relevance of the Process Approach to L1 and L2 Writers	p. 103
Research into Composing Processes	p. 103
The View of Writing Built Up from Process Research	p. 104
The Process Approach to Teaching Composition	p. 104
Criticisms of the Process Approach	p. 105
The Interpersonal Context of the Process Approach	p. 105
Approaches Which Set Academic Writing in Its Social Context	p. 106
Writing as the Social Construction of Knowledge	p. 107
The Textual Focus of Social Approaches to Writing	p. 107
The Paradigms Involved in Knowledge Construction	p. 111
Modifications Required to the Model	p. 112
The Developing View of the User's Model	p. 114
Conclusion	p. 115
The Theoretical Model of Composing	p. 117
Introduction	p. 117
The Theoretical Model as Primary System	p. 117
Reformulation of the Property of the System	p. 119
Factors Contributing to the Formulation of the Theoretical Model	p. 119
The System of Communicative Functions	p. 125
The Theoretical Model as Generalizable Principle	p. 128
The Formulation of a Second Empirical Model of Composing	p. 129
Validating the Models	p. 132
Composing as a Special Case of Communication	p. 134
The Effects of Distancing on the Communicative Functions	p. 134
Types of Distancing Occurring in Communication	p. 136
Effects of Crafting on Communication in Written Mode	p. 138
The Property of the System of Functions Underpinning Communication	p. 141
The Picture of Composing Emerging from the Modelling Process	p. 143
Rationale for Current Approaches to the Teaching of Written Composition	p. 144
Conclusion	p. 145
The Explanatory Force of the Models	p. 147
Introduction	p. 147
The Meaning of "Validation" in This Study	p. 148
Issues Explored in the Video Protocols	p. 149
Interpreting Composing Using the Model	p. 151
Analysis of Data from the Video Protocols	p. 152
The Explanatory Force of the Empirical Model	p. 154
The General Configuration of the Model Confirmed	p. 155
Previous Exceptions Accommodated by the New Model	p. 158
The Influence of Extra-Systemic Factors on Composing	p. 159
Intra-systemic Variation in Composing	p. 165
Diagnosis of Problems Experienced by Writers	p. 168
Conclusion	p. 170
The Writing Tutor Program	p. 171
Introduction	p. 171
The Aim of Developing the Writing Tutor Program	p. 171
The Process-Based Writing Tutor Program Developed in This Study	p. 172
The Production of the Writing Tutor Program	p. 173
Design Principles and Specifications	p. 174
Basic Programming Specifications	p. 175
The Theoretical Model and Educational Program Design	p. 176
Contextualising Learning in Course Design	p. 176
Ideational Content in Course Design	p. 176
Interactive Aspects of Course Design	p. 177
Social Aspects of Course Design	p. 177
Reflexive Aspects of Course Design	p. 178
Computer Human Interface Aspects of the Writing Tutor Program	p. 178
The Prototype Writing Tutor Program	p. 179
Design Features of the Completed Prototype	p. 181
General Operating Principles	p. 181
Translating the Stages of Composing into Menu Items	p. 181
Prompts and Screen Displays	p. 184
Other Main Menu Items	p. 184
Customising the Program to Suit Various Contexts	p. 185
Anticipated Program Enhancements	p. 186
User Response to the Writing Tutor Program	p. 187
Some Overall Impressions from Student Users	p. 187
Improvements Suggested by Students	p. 190
Conclusion	p. 191
Conclusion	p. 193
Glossary	p. 205
Bibliography	p. 213
Index	p. 223
Table of Contents provided by Ingram. All Rights Reserved.

Methodos

A New Systems Approach to Modelling in the Social Sciences

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