The Routledge International Handbook of Research on Writing (Routledge Handbooks in Communication Studies)

This scholarly research Handbook aggregates the broad-ranging, interdisciplinary, multidimensional strands of writing research from scholars worldwide and brings them together into a common intellectual space. This is the first such international compilation. Now in its second edition, the Handbook inaugurates a wide scope of international research advancement, with attention to writing at all levels of schooling and in all life situations. It provides advanced surveys of scholarship on the histories of world and child writing and literacy; interconnections between writing, reading, and speech; digital writing; writing in communities; writing in the sciences and engineering; writing instruction and assessment; and writing and disability. A section on international measures for assessment of writing is a new addition to this compendium of research. This Handbook serves as a comprehensive resource for scholars, graduate students, and advanced undergraduates in writing studies and rhetoric, composition, creative expression, education, and literacy studies. Cover Endorsement Half Title Series Information Title Page Copyright Page Dedication World Map Table of Contents International Advisory Board Emerging Scholars of Writing Acknowledgements Contributors Preliminary Remarks Part I A History of World Writing and Literacies 1 Origins and Forms of Writing Abstract Introduction Art and Writing The Origins of Writing Mesopotamia The Token System Antecedent of Writing Two-Dimensional Signs The Creation of Numerals The Sound of Speech Emulated The Parting From Accounting The Sentences of Speech Emulated The Relation of Writing and Art The Spread of Writing The Cuneiform Script The Alphabet Chinese Mesoamerica Writing as Culture Decipherment The Spread of Writing The Future of Writing The Future of Research On Writing Bibliography 2 Drawings By Children Between 3 And 4 Years of Age: Developmental Study of The Period of Form And Graphic-Symbolic ... Abstract The Period of Form and Graphic-Symbolic Representation: General Characteristics Child Naming of Drawings and Graphic Images Formal Development The Stage of Units (3;03–3;09) Stage of Operations: Combinations (3;09–4;03) Representational Development Mental Representation and Symbolic Function From Formal Thought to Imaginative Thought: Graphic-Symbolic Representation The Originality of the Graphic Symbol The Ideogram Stage (3;09–4;03) The Ideogram The Child’s Discovery of Writing Notes References 3 History Of Writing Technologies Redux Abstract Storage Technologies Delivery Technologies Distribution (Innovation And) Technologies Conclusion Questions/Suggestions for Future Research Notes References 4 History Of Typography Abstract Part One: Pre 1500 – The Invention of Printing and Its Early Development Early Printing: Pre-Gutenberg The Typographic Revolution Gothic: Germany: Gutenberg; Fust and Schöffer The Dispersion of Printing Gothic to Roman: Old Style: Venice: Jenson, Ratdolt, and Aldus Manutius Part Two: 1500 to 1820 – The Rationalisation of Type and Typographic Design Old Style Outside Venice: France, Belgium, and England: Garamond, Estienne, Plantin, and Caslon Transitional Style: France and England: Grandjean, Fournier, and Baskerville Modern Style: France and Italy: Didot, Luce, and Bodoni Part Three: 1814 to the Present – Mechanical Power and Commercial Imperatives Display Faces: England and America The Arts and Crafts Movement: England: William Morris The Avant Garde: Multi-National Bauhaus Theory and Rhetoric: Germany: Bill, Renner, and Tschichold New Traditionalism: England: Johnson, Gill and Morison Commercial Artists and Independent Typographers: North America: Updike, Rogers, and Goudy Sans Serif: England, Germany, Switzerland: Gill, Renner, and Meier The Digital Revolution References 5 History Of The Book Abstract Introduction Gutenburg and Change Exporting Print Communication Practices The Age of Steam Books and Authors Patrons, Publishers and the Public Authors and Copyright Authors in an Industrial Age From the Twentieth Century to the Future Book History and Mediation Conclusion Note Bibliography 6 History Of Schools And Writing Abstract Schools as Literate Institutions The Growth of Literate Societies Literacy and Schools in Mass Society Texts as Models for Writing: The Composition Learning How and When to Use Writing Learning When to Consult a Text Literacy and Knowledge Evolution of Modern Textbooks as Knowledge Tools Improving Textual Materials Thinking for Writing Acknowledgments References Part II Speaking and Writing 7 Transforming Speech Into Writing: Constructing A Voice And Identity In Academic World Writing Abstract Background Historical Perspectives Characterizing What Speech Does Philosophical Perspectives: Language as Largely Oral and Integral to the World’s History and Its Future Speaking and Speech as Creative Acts Speech Emanates From the Heart and Soul Oral Use of Repetition, Formulaic Expressions, and a “Collective Memory” Orality in Schooling Tracing Orality to the Individual Child’s Sense of Self and Academic Growth Orality for Building Community in Classrooms Philosophical Perspectives On Writing What Writing Is and Does Contrasting Speech and Writing With Attention to Schooling Theoretical Frameworks Extending Historical Characterization of Writing Drift to Ong’s Secondary Orality? The Evolution of Persuasive Arguments By Children: A Comparison of Speaking and Writing Moving Words and Expanding Upon One’s Ideas Self-Talk as Pre-Writing: Children Naturally Incorporate Playful Speaking Into Writing Creating Intention and a Voice in Writing Children and Youth Write in the Ways That They Speak Defining and Creating Voice in Writing Spoken Prosody Musical Elements of Oral Expression Micro-Structural Elements of Writing as Rhetorical Tools Part I. Punctuation: A Prosodic Feature of Written Language Can Serve as a Rhetorical Tool and Means for Constructing a Voice Macro-Strucrural Elements as Rhetorical Tools of Writing Part II. Textual Design: Macrostructures in Academic Speaking and Writing International Uses of Multi-Modalities: Speaking Into Writing Academic Writing and the Multiple Languages of the 21st-Century World Note References 8 Writing And Speaking Abstract Introduction Stereotypical Speech and Writing: Conversation Versus Informational Prose Linguistic Comparison/Contrast of Conversation and Academic Prose Multidimensional Analyses of Spoken and Written Register Variation Grammatical Complexity in Conversation Versus Academic Prose Conclusion References Part III Writing and Reading 9 The Writing-Reading Nexus: Authors And Their Audiences Abstract The Constructing Meaning Connection Writing as Meaning-Making Reading as Meaning-Making The Intertextual Connection Hybrid Acts of Writing and Reading Writing and Positioning Relative to One Other Text Writing and Positioning Relative to Multiple Texts Multi-Text Reading The Knowledge Resources Connection The Social and Cultural Connection The Audience in Writing Citation of Other Authors’ Texts Collaborative Writing Response to Writing The Author in Reading Conclusion: The Nexus Note References 10 Text Structure: Reading, Writing, Cross Language Perspectives Abstract Context of the Review First Person Situated Summary A Historical Review Two Prior Handbook Chapters About Text Structure Text Structure: Recent Research Replication Research Studies Text Structure Instruction With Adults Text Structure Strategy, Reading, Learning, and Writing Transitioning Text Structure Instruction From Older Adults to Fifth Graders During Tutoring Recent Increase in Text Structure Interventions in K-12 Meta-Analyses for Text Structure and Reading Help Identifying Instruction That Works Intelligent Tutor of the Structure Strategy (ITSS) First ITSS Studies Large Efficicacy Trials ITSS Adaptations for Bilingual Students Two Meta-Analyses About Writing Structure and Writing From Multiple Texts Second Language Writing Assessment Transfer Across Languages and Text Structure Cross-language Transfer of Text Structure in Writing Future Directions References Part IV Writing Beginnings, Cognitive Processes and Self-Regulation 11 WRITING IN EARLY CHILDHOOD Abstract Scope of the Review Cognitive and Sociocognitive Perspectives On Childhood Writing Descriptive Studies of Preschool Writing Writing Forms, Progress Over Time, and Variability Learning Universal and Language-Specific Features of Writing Differentiating Drawing and Writing Prephonological Spellers’ Representational Strategies Composing and Text Generation Component Skills Research Modeling Relationships Between Component Skills Use in Writing Modeling Component Skills Across Orthographies Home-Based Writing in the Preschool Years Name Writing Invented Spelling Text Writing Handwriting Executive Function Sociocultural Perspectives On Childhood Authoring Sociocultural Processes and Resources for Writing Constructing Identity Positions Learning to Write in Multiple Languages Social Semiotic Perspectives On Childhood Authoring Multimodal Composing Processes Play and Multimodal Literacy Digital Writing The Posthuman Turn: New Materialist Perspectives On Early Writing Summary and Conclusions References 12 A Cognitive Account Of The Development Of Writing Skill: Cross-Language Evidence Abstract Translating Processes The Transcriber The Proposer and Translator Writing Schemas Writing Schemas in Text Generation Writing Schemas in Planning Writing Schemas in Revision Conclusions and Topics for Future Research Acknowledgment References 13 Knowledge Building: Improving Ideas, Improving Writing Abstract Writing Development: From Knowledge Telling to Knowledge Transforming Teaching Models Towards Knowledge Building Socio-Cognitive Processes in Knowledge Building That Relate to Writing Goal Setting Reading, Evaluating and Selecting Reviewing and Revising Transforming and Creating New Knowledge Knowledge Building for Writing Development: Empirical Evidence Analytic Quality of the Texts Coherence Relations and Linguistic Markers Vocabulary Growth “Scientificness” of Ideas English as a Second Language Context Conclusion Acknowledgments References 14 Self-Regulation Of Writing: Models Of Writing And The Role Of Metacognition Abstract Self-Regulation of Writing: Models of Writing and the Role of Metacognition A Brief History of Self-Regulated Learning Self-Regulated Learning: A Synthesis The Phenomenological Self Self-Regulatory Strategies The Role of Self-Regulation Within Cognitive Models of Writing Hayes and Flower 1980 Model of Writing Hayes 1996 Model of Writing Hayes 2012 Model of Writing Bereiter and Scardamalia 1987 Models of Writing Knowledge-Telling Model Knowledge-Transforming Model Kellogg 1994 Model of Writing Hacker 2009/2018 Model of Writing Self-Regulated Writing Directions for Future Research References Part V Unique Elements of Digital Writing: Linear and Non-Linear Multidimensional Contexts 15 When Writing Is Produced With Keyboards: Unique Elements Of Digital Writing Abstract Prologue The Writing Process When Writing Is Composed With Keyboards Effects With the Word Processor: Empirical Findings The Word Processor as an Extension of Man: Philosophical and Semiotic Approaches Selection Allocation of Cognitive Resources Typing Multimodality Nonlinearity Synchronization Anonymity Early Writing Instruction: Handwriting Or Typewriting? Implications for the Teaching of Digital Writing Issues for Future Research The Rise of AI Speaking Writing The Return of the Pencil A Farewell to QWERTY? References Part VI Intercultural Rhetoric Research 16 Intercultural Rhetoric Research In An Internationalizing World Abstract Introduction From Contrastive to Intercultural Rhetoric Developing Intercultural Rhetoric Intercultural Rhetoric and Language for Specific Purposes Building Bridges Across Writing Studies Connecting EAP and English as a Lingua Franca Connecting L2 Writing and Translingualism Future Research Directions Conclusion References Part VII Writing in Everyday Contexts 17 Drumming, Storytelling And Writing: Indigenous Safaliba Sign Making In Rural Ghana Abstract A Note On Ethnography A Note On Semiotic Resources and Their Materiality Researcher Positionality The Safaliba People Drumming and Storytelling The First Safaliba Orthography Safaliba Early Childhood Writing Translanguaging Spaces Conclusion Notes References 18 Conceptualizing Everyday Writing Abstract Conceptualizing Everyday Writing Introduction: Background to the Notion of Everyday Writing Studying Everyday Writing: A Necessarily Brief History Documenting the Everyday Through Writing Everyday Writing, Writing Every Day: What Counts as Writing, and Who Gets to Say So? Vernacular Writing Writing About Everyday Writing Expanding Our Ways of Thinking About Everyday Writing Closings, Openings, and Areas for Future Work References Part VIII Educational Communities of Writing 19 Writer(s)-Within-Community Model Of Writing As A Lens For Studying The Teaching Of Writing Abstract WWC, Teachers, and Teaching Writing The WWC Model Organizing Structure One: Components of a Writing Community Purposes Members Tools Typified Actions Written Products Physical Context Social Context Evolving Collective History Social, Cultural, Institutional, Political, and Historical Forces Relationships Between the Components of a Writing Community Studying Writing Teachers Organizing Structure Two: Cognitive Capabilities and Resources of Community Members Long-Term Memory (LTM) Resources Executive Control Writing Production Processes Modulators Relationships Between Cognitive Resources Studying Writing Teachers Organizing Structure Three: Operating Principles Principles A Tenet Studying Writing Teachers Further Research and Concluding Comments Note References 20 Examining Genre: Negotiating Meanings in a Local Context Using a Dialogic and Sociocultural Approach Abstract 1. Introduction 2. Delineating the Local Context and Its Educational Practices 3. Re-Reading Literature, Redefining ‘Communication’: Outlining Pertinent Proposals and Fields 3.1. Describing Discursively-Accomplished ‘Communication’: New Tools 3.2. On Written Texts 3.3. Writing Pedagogies: On School Genres 3.4. Enriching the Notion of ‘Context’: Critical Perspectives 4. From Theory to Writing Research. Genre Writing in the Local Context 4.1. Establishing Textual Networks in Classroom Communities, Creating Rich Cultures of Resources 5. Conclusions and Future Developments References 21 Research Writing as A Tool For Doctoral Students And Early Career Researchers’ Development Abstract Introduction Conceptualising Research Writing as a Dialogical, Epistemic and Hybrid Activity in Situated Scenarios Early Career Researchers’ Challenges to Develop as Writers: What Do We Know From Research Writing Processes Management and Regulation Genre Knowledge Identity and Authorial Development Challenges Promoting Early Career Researchers’ Writing Development Learning the Genre and the Discourse Learning Writing Strategies Learning About Oneself as a Writer Peer Revision Writing Groups Discussing and Revising Early Drafts To Conclude References Part IX Individual Uses of Written Language 22 The Bilingual Brain: Reading And Writing Abstract What Is Reading? Word Reading Introduction to Word Reading Sound in Print Meaning in Print Visual Word Form Recognition Cross-Linguistic Differences in Word Reading Sound in Print Meaning in Print Bilingual Word Reading Cross-Linguistic Transfer Sound and Meaning in Bilingual Transfer Visual Word Recognition in Bilingual Transfer Variation in Learning Profiles Reading Comprehension Neurobiology of Reading Comprehension in Monolinguals Sentence Reading Syntax Vs. Semantics Cross-Linguistic Differences Neurobiology of Reading Comprehension in Bilinguals Bilingual Syntax and Semantics in Speech and Print Variation in Learner Profiles Passage Comprehension The Neurobiology of Writing in the Monolingual and Bilingual Brain The Writing Brain Cross-Linguistic Differences Second Language Writing Conclusion References 23 Writing as Physical And Emotional Healing: An Umbrella Review Of Meta-Analyses Abstract The Expressive Writing (EW) Paradigm Meta-Analysis and Research Reviews Meta-Analyses: Studies of Expressive Writing Increasing the Dose: Intensive Writing Therapies Written Emotional Expression in Schools References Part X Students Who Are Deaf and With Autism Spectrum Disorder: Development of Writing 24 Language Deprivation and Teacher Positionality: Teaching Academic English To Deaf And Hard-Of-Hearing Students Abstract Teacher Positionalities and the Political Contexts of Our Writing Classrooms Students’ Positionalities and Writing Contexts Language Deprivation Language Acquisition and Ideologies Culturally Relevant Deaf Pedagogy in a Writing Classroom Conclusion: Future Directions Note References 25 Writing And Autism Spectrum Disorder Abstract Definitions, Prevalence Rates, and the Concept of Autism Writing Research Involving Individuals With ASD Research Involving Primary- and Secondary-School-Age Individuals With ASD Descriptive Research in Transcription and Text Generation Research Across Associated Skill Domains Language Skills Sensorimotor Skills Cognitive Skills Social Communication and Social Cognition Skills Attention and Executive Function Skills Instructional and Intervention Research Research Involving Postsecondary Students and Adults With ASD International and Technological Considerations Concluding Takeaways and Future Research Considerations Future Research Considerations Notes References Part XI Writing in the Sciences and Engineering 26 Learning Through Argumentative Writing On Scientific Topics Abstract Foundations and Definitions Major Reviews of the Literature Social and Cognitive Mechanisms of Arguing to Learn in Science Combining Argumentative Writing With Talk Major Research Programs On Argumentative Writing in Science Hand’s Science Writing Heuristic Sampson’s Argument-Driven Inquiry Other Applications of Writing-To-Learn in Science Scientific Explanations and Argumentation Calibrated Peer Review Additional Applications Conclusion References 27 Written Communication In Engineering Work Abstract Engineering Communication Pedagogy Engineering Communication in Practice: What and Why Engineering Writing: Style and Tone Processes: Embedding Writing in Systems of Teams and Tools Communication, Identity, and Gender Future Research Acknowledgements References Part XII The Emergence of the Desire to Write 28 Students Developing As Writers: How And Why Interest Makes A Difference Abstract A Writing Paradox in the 21st Century Problems Associated With Teaching Writing Developing Interest, Developing Writers A Case Example The Confusion Between Situational and Individual Interest in Topics Conflation of Interest in the Topic of Writing and Interest in Writing Strategies for Teaching That Support the Development of an Interest in Writing Utility-Value Intervention Phases of Interest Game Based Writing as Motivating Context Future Directions for Research On Interest Development for Writing Acknowledgment Notes References 29 Motivation To Write Abstract Motivation and Writing: Often a Difficult Relation The Social-Cognitive Perspective On Motivation to Write Motivational Constructs Mostly Related to Writing: The Role of Interest The Role of Self-Beliefs Towards a New Meaning of Motivation to Write The Challenge for Academic Writing at School: A New Meaning of ‘Authenticity’ References Part XIII Inspiration and Creativity in Writing 30 From Inspiration To Elaboration: Examining The Interrelationship Between Creativity And Writing Abstract Introduction What Is Creativity and Where and When Can It Be Detected? How Can the Imagination Kindle the Creative Act? Different Research Foci in Creativity and Writing Researching the Creative Process and Writing Process Preplanning, Inspiration and Writing as Problem Solving Stage Models of the Process and the Role of Incubation Criticism of the Incubation Hypothesis Expert and Novice Writers Creative Encounters With Readers and the Social Milieu General and Specific Domains of Creativity A Proposal for Integration Epilogue: The Digital Context References Part XIV International Measures for the Assessment of Writing 31 Computational Measures Of Linguistic Maturity In Writing Abstract 1 Introduction 2 Vocabulary 3 Lexical Morphology 4 General Syntax 5 Particular Syntax 6 Conclusion References 32 Brain Imaging Methods And Bilingual Readers And Writers Abstract Bilingual Reading and Writing Frameworks Measuring Brain Signal The When Tools: EEG & MEG EEG and ERP ERP Components and Their Applications Phonology Semantics Orthography Syntax Other Methods for EEG Magnetoencephalography (MEG) The When Tool Summary The Where Tools Functional Magnetic Resonance Imaging (FMRI) Anatomical Vs Functional Phonology Semantics Orthography Writing Functional Near Infrared Spectroscopy (FNIRS) fNIRS in Bilingual Research Syntax The Where Tool Summary Limitations of Neuroimaging Research Conclusion References 33 Reading: A Precondition For Writing Abstract Introduction Large Scale International Surveys On Literacies Programme for International Student Assessment (PISA) PISA Objectives Impact of PISA Concluding Considerations References 34 Assessment Measures In Reading That May Be Useful For Writing Abstract Assessment of Skill and Speed in Text and Sentence Comprehension Process-Oriented Measurement of Reading Component Skills Tests Employed in International Large-Scale Assessments Measuring Reading Skill in the Digital Age Measures of Online Reading Aimed at the Individual Level Measures Employed in International Large-Scale Assessments Conclusion: Interactions Between What Reading Tests Measure, and What Was Not Discussed Notes References 35 Measuring Discovery Through Writing Abstract Research Assessing Writers’ Subjective State of Understanding Necessity for a Multi-Item Scale Method Procedure Participants Data Analysis Validity of the Scales Discussion References Index This scholarly research __Handbook__ aggregates the broad-ranging, interdisciplinary, multidimensional strands of writing research from scholars worldwide and brings them together into a common intellectual space. This is the first such international compilation. Now in its second edition, the __Handbook__ inaugurates a wide scope of international research advancement, with attention to writing at all levels of schooling and in all life situations. It provides advanced surveys of scholarship on the histories of world and child writing and literacy; interconnections between writing, reading, and speech; digital writing; writing in communities; writing in the sciences and engineering; writing instruction and assessment; and writing and disability. A section on international measures for assessment of writing is a new addition to this compendium of research. This __Handbook__ serves as a comprehensive resource for scholars, graduate students, and advanced undergraduates in writing studies and rhetoric, composition, creative expression, education, and literacy studies. "This scholarly research handbook aggregates the broad-ranging, interdisciplinary, multidimensional strands of writing research from scholars worldwide and brings them together into a common intellectual space. Now in its second edition, the Handbook inaugurates a wide scope of international research advancement, with attention to writing at all levels of schooling and in all life situations. It provides advanced surveys of scholarship on the histories of world and child writing and literacy; interconnections between writing, reading, and speech; digital writing; writing in communities; writing in the sciences and engineering; writing instruction and assessment; and writing and disability. A section on International measures for assessment of writing is a new addition to this compendium of research. This volume serves as a comprehensive resource for scholars, graduate students, and advanced undergraduates in writing studies and rhetoric, composition, creative expression, education, and literacy studies"-- Provided by publisher.