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The impact of mode on writing processes: a cognitive functional perspective on student writing

Fontaine, Lise Margaret and Aldridge-Waddon, Michelle 2014. The impact of mode on writing processes: a cognitive functional perspective on student writing. LyCE Estudios 17 , pp. 9-34.

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Abstract

In this paper, we compare writing processes for twenty second year university students who participated in two different simulated, keyboard, writing tasks: a spontaneous writing task (FB, writing a Facebook message to a friend) and a planned writing task (ES, a short essay writing task). The main aim of this study is to determine to what extent these are truly different writing tasks as experienced by the students and whether there is any evidence that different writing processes are involved. We also consider keyboard efficiency as a factor in digital writing processes. Our findings suggest that the more informal the language production context, the more likely we are to find a primarily linear writing process. Also, a high degree of attention to accuracy at the point of inscription can lead to a more linear writing process even in more formal writing contexts.

Item Type: Article
Date Type: Publication
Status: Published
Schools: English, Communication and Philosophy
Subjects: P Language and Literature > P Philology. Linguistics
Publisher: Facultad de Filosofía y Letras, Centro Universitario, Argentina
ISSN: 2314-2529
Related URLs:
Last Modified: 25 Mar 2018 20:37
URI: http://orca.cf.ac.uk/id/eprint/84328

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