Individual differences in undergraduate essay-writing strategies: A longitudinal study

By Mark C. Torrance, G. Thomas, E. Robinson. 2000

108 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, History and Philosophy of Science

View Paper: https://www.semanticscholar.org/paper/1738e5146abb5894f920ea5c8ef89dbc7568ef50

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Gert Rijlaarsdam
2. H. van den Bergh
3. Alexander Renkl

In Education

1. Sarah North
2. Gert Rijlaarsdam
3. H. van den Bergh

Citations in the corpus

• Writing as a learning tool: Testing the role of students’ writing strategies (2006, background): “Other researchers applying self-reporting writing questionnaires showed that it is possible to detect individual differences between writers with self-reporting writing questionnaires (Galbraith, 1996, 1999; Janssen & Overmaat, 1990; Lavelle, Smith, & O'Ryan, 2002; Torrance et al., 1994, 1999, 2000”
• Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity (2010, background): “, 2002), and writing process questionnaires focusing on the composition process itself (eg Lavelle, 1993; Torrance et al., 2000).”
• Different values, different skills? A comparison of essay writing by students from arts and science backgrounds (2005, background): “( 2000 ) found in their study of undergraduate psychology students, minimal drafting may be associated not only with less difficulty and less time, but also with lower marks.”