This book makes text linguistics fruitful for the development of text competence, i.e., the competence to read, write and learn from texts. Covering a range of topics from text linguistic foundations, text comprehension and comprehensibility assessment via text production processes and writing skills development to writing instruction and multiliteracy, it addresses challenges of the post-Bologna Reform era with its shorter degree programs, a larger student intake in universities and thus more heterogeneous entrance qualifications including writing skills. All of these factors make it…mehr
This book makes text linguistics fruitful for the development of text competence, i.e., the competence to read, write and learn from texts. Covering a range of topics from text linguistic foundations, text comprehension and comprehensibility assessment via text production processes and writing skills development to writing instruction and multiliteracy, it addresses challenges of the post-Bologna Reform era with its shorter degree programs, a larger student intake in universities and thus more heterogeneous entrance qualifications including writing skills. All of these factors make it necessary to foster students' writing skills development in a more efficient and effective manner. How this can be implemented is the central question of this book. It is among the first to combine the US-American discourse on literacy development with the German discourse and addresses different audiences: Bachelor, master and post-graduate students interested in writing research will be introducedto pertinent theories and models on which their research can be based. Writing instructors, writing centre staff as well as subject-domain teachers will find guidance on how to improve their writing assignments and feedback practices. University administrators and program coordinators can inform themselves about best-practice approaches to writing instruction and support at different levels ranging from individual courses via entire programs to central support structures such as teaching and writing centres.
ContentsIntroduction: The objective and scope of this bookPart I: Textlinguistic Foundations1 Basic concepts1.1 Text linguistics and text1.2 TextualityPart II: Text Comprehension and Text Comprehensibility2 Levels of text processing2.1 The legibility of texts2.2 The readability of texts2.3 Text comprehension as a constructive process3 Text processing from a cognitive-science perspective3.1 Propositional models of text processing3.2 The structure of the human mind3.3 The model of cyclic processing3.4 Network models3.5 Semantic macro-structures3.6 Schema-theoretical approaches3.7 The theory of mental models3.8 Levels of comprehension3.9 Concluding remarks4 Text processing from the perspective of instructional psychology 4.1 The Hamburg psychologists' empirical inductive approach4.2 Groeben's theoretical deductive approach4.3 The Karlsruhe comprehensibility concept5 Methods of comprehensibility assessment5.1 Target-group-focused methods of comprehensibility assessmentPart III: Text Production6 Writing (process) models6.1 Hayes & Flower's (1980) writing process model6.2 Hayes' (1996) writing process model6.3 Cooper & Matsuhashi's (1983) writing process model6.4 Günther's (1993) phrase-oriented production system (POPS)6.5 Bereiter & Scardamalia's (19987) models of beginners' and advanced writers' composing processes6.6 An instruction-oriented writing process model7 Writing competence development models7.1 Writing development stages according to Bereiter (1980)7.2 Kellogg's (2008) macro-stages of writing competence development7.3 McCutchens' s (1996) capacity theory of writing (development) 7.4 Writing competence development from the perspective of dynamic systems theory7.5 Academic writing competence development from a corpus-linguistic product-oriented perspective7.6 Alexander's (2003) Model of Domain Learning7.7 The bioecological model of human development and its implications for modelling writing competence development7.8 SummaryPart IV: Writing Instruction8 Best-practice approaches to writing instruction8.1 A theoretical framework for literacy pedagogy: multiliteracies8.2 Teaching for transfer8.3 Approaches to writing instruction at the macro-level8.4 Approaches to writing instruction at the meso-level8.5 Approaches to writing instruction at the micro-level8.6 Writing-intensive seminars and the role of the teacher 2078.7 Assignments for writing courses and writing-intensive seminars8.8 Giving feedbackPart V: L1 vs. L2 writing9 Writing in the L1 vs. writing in the L29.1 Differences between writing in the L1 and the L29.2 Translation into the L2 vs. composing in the L29.3 Translation from the L1 as a subprocess of writing in the L29.4 An explanatory model of EFL writing ability9.5 Quality losses in L2 writing and the potential role of translation for writing instruction, text quality improvement and epistemic purposes9.6 L2 writing pedagogyReferencesIndex
Contents Introduction: The objective and scope of this book Part I: Textlinguistic Foundations 1Basic concepts 1.1Text linguistics and text 1.2Textuality Part II: Text Comprehension and Text Comprehensibility 2Levels of text processing 2.1The legibility of texts 2.2The readability of texts 2.3Text comprehension as a constructive process 3Text processing from a cognitive-science perspective 3.1Propositional models of text processing 3.2The structure of the human mind 3.3The model of cyclic processing 3.4Network models 3.5Semantic macro-structures 3.6Schema-theoretical approaches 3.7The theory of mental models 3.8Levels of comprehension 3.9Concluding remarks 4Text processing from the perspective of instructional psychology 4.1The Hamburg psychologists' empirical inductive approach 4.2Groeben's theoretical deductive approach 4.3The Karlsruhe comprehensibility concept 5Methods of comprehensibility assessment 5.1Target-group-focused methods of comprehensibility assessment Part III: Text Production 6Writing (process) models 6.1Hayes & Flower's (1980) writing process model 6.2Hayes' (1996) writing process model 6.3Cooper & Matsuhashi's (1983) writing process model 6.4Günther's (1993) phrase-oriented production system (POPS) 6.5Bereiter & Scardamalia's (19987) models of beginners' and advanced writers' composing processes 6.6An instruction-oriented writing process model 7Writing competence development models 7.1Writing development stages according to Bereiter (1980) 7.2Kellogg's (2008) macro-stages of writing competence development 7.3McCutchens' s (1996) capacity theory of writing (development) 7.4Writing competence development from the perspective of dynamic systems theory 7.5Academic writing competence development from a corpus-linguistic product-oriented perspective 7.6Alexander's (2003) Model of Domain Learning 7.7The bioecological model of human development and its implications for modelling writing competence development 7.8Summary Part IV: Writing Instruction 8Best-practice approaches to writing instruction 8.1A theoretical framework for literacy pedagogy: multiliteracies 8.2Teaching for transfer 8.3Approaches to writing instruction at the macro-level 8.4Approaches to writing instruction at the meso-level 8.5Approaches to writing instruction at the micro-level 8.6Writing-intensive seminars and the role of the teacher207 8.7Assignments for writing courses and writing-intensive seminars 8.8Giving feedback Part V: L1 vs. L2 writing 9Writing in the L1 vs. writing in the L2 9.1Differences between writing in the L1 and the L2 9.2Translation into the L2 vs. composing in the L2 9.3Translation from the L1 as a subprocess of writing in the L2 9.4An explanatory model of EFL writing ability 9.5Quality losses in L2 writing and the potential role of translation for writing instruction, text quality improvement and epistemic purposes 9.6L2 writing pedagogy References Index
ContentsIntroduction: The objective and scope of this bookPart I: Textlinguistic Foundations1 Basic concepts1.1 Text linguistics and text1.2 TextualityPart II: Text Comprehension and Text Comprehensibility2 Levels of text processing2.1 The legibility of texts2.2 The readability of texts2.3 Text comprehension as a constructive process3 Text processing from a cognitive-science perspective3.1 Propositional models of text processing3.2 The structure of the human mind3.3 The model of cyclic processing3.4 Network models3.5 Semantic macro-structures3.6 Schema-theoretical approaches3.7 The theory of mental models3.8 Levels of comprehension3.9 Concluding remarks4 Text processing from the perspective of instructional psychology 4.1 The Hamburg psychologists' empirical inductive approach4.2 Groeben's theoretical deductive approach4.3 The Karlsruhe comprehensibility concept5 Methods of comprehensibility assessment5.1 Target-group-focused methods of comprehensibility assessmentPart III: Text Production6 Writing (process) models6.1 Hayes & Flower's (1980) writing process model6.2 Hayes' (1996) writing process model6.3 Cooper & Matsuhashi's (1983) writing process model6.4 Günther's (1993) phrase-oriented production system (POPS)6.5 Bereiter & Scardamalia's (19987) models of beginners' and advanced writers' composing processes6.6 An instruction-oriented writing process model7 Writing competence development models7.1 Writing development stages according to Bereiter (1980)7.2 Kellogg's (2008) macro-stages of writing competence development7.3 McCutchens' s (1996) capacity theory of writing (development) 7.4 Writing competence development from the perspective of dynamic systems theory7.5 Academic writing competence development from a corpus-linguistic product-oriented perspective7.6 Alexander's (2003) Model of Domain Learning7.7 The bioecological model of human development and its implications for modelling writing competence development7.8 SummaryPart IV: Writing Instruction8 Best-practice approaches to writing instruction8.1 A theoretical framework for literacy pedagogy: multiliteracies8.2 Teaching for transfer8.3 Approaches to writing instruction at the macro-level8.4 Approaches to writing instruction at the meso-level8.5 Approaches to writing instruction at the micro-level8.6 Writing-intensive seminars and the role of the teacher 2078.7 Assignments for writing courses and writing-intensive seminars8.8 Giving feedbackPart V: L1 vs. L2 writing9 Writing in the L1 vs. writing in the L29.1 Differences between writing in the L1 and the L29.2 Translation into the L2 vs. composing in the L29.3 Translation from the L1 as a subprocess of writing in the L29.4 An explanatory model of EFL writing ability9.5 Quality losses in L2 writing and the potential role of translation for writing instruction, text quality improvement and epistemic purposes9.6 L2 writing pedagogyReferencesIndex
Contents Introduction: The objective and scope of this book Part I: Textlinguistic Foundations 1Basic concepts 1.1Text linguistics and text 1.2Textuality Part II: Text Comprehension and Text Comprehensibility 2Levels of text processing 2.1The legibility of texts 2.2The readability of texts 2.3Text comprehension as a constructive process 3Text processing from a cognitive-science perspective 3.1Propositional models of text processing 3.2The structure of the human mind 3.3The model of cyclic processing 3.4Network models 3.5Semantic macro-structures 3.6Schema-theoretical approaches 3.7The theory of mental models 3.8Levels of comprehension 3.9Concluding remarks 4Text processing from the perspective of instructional psychology 4.1The Hamburg psychologists' empirical inductive approach 4.2Groeben's theoretical deductive approach 4.3The Karlsruhe comprehensibility concept 5Methods of comprehensibility assessment 5.1Target-group-focused methods of comprehensibility assessment Part III: Text Production 6Writing (process) models 6.1Hayes & Flower's (1980) writing process model 6.2Hayes' (1996) writing process model 6.3Cooper & Matsuhashi's (1983) writing process model 6.4Günther's (1993) phrase-oriented production system (POPS) 6.5Bereiter & Scardamalia's (19987) models of beginners' and advanced writers' composing processes 6.6An instruction-oriented writing process model 7Writing competence development models 7.1Writing development stages according to Bereiter (1980) 7.2Kellogg's (2008) macro-stages of writing competence development 7.3McCutchens' s (1996) capacity theory of writing (development) 7.4Writing competence development from the perspective of dynamic systems theory 7.5Academic writing competence development from a corpus-linguistic product-oriented perspective 7.6Alexander's (2003) Model of Domain Learning 7.7The bioecological model of human development and its implications for modelling writing competence development 7.8Summary Part IV: Writing Instruction 8Best-practice approaches to writing instruction 8.1A theoretical framework for literacy pedagogy: multiliteracies 8.2Teaching for transfer 8.3Approaches to writing instruction at the macro-level 8.4Approaches to writing instruction at the meso-level 8.5Approaches to writing instruction at the micro-level 8.6Writing-intensive seminars and the role of the teacher207 8.7Assignments for writing courses and writing-intensive seminars 8.8Giving feedback Part V: L1 vs. L2 writing 9Writing in the L1 vs. writing in the L2 9.1Differences between writing in the L1 and the L2 9.2Translation into the L2 vs. composing in the L2 9.3Translation from the L1 as a subprocess of writing in the L2 9.4An explanatory model of EFL writing ability 9.5Quality losses in L2 writing and the potential role of translation for writing instruction, text quality improvement and epistemic purposes 9.6L2 writing pedagogy References Index
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