Identifying the Organization of Writing Processes

By L. Gregg, E. Steinberg. 2016

833 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Education

View Paper: https://www.semanticscholar.org/paper/79bc0f78f1e21e35cd8f6f730557f709c578b339

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Citations in the corpus

A Revised Writer(s)-Within-Community Model of Writing (2018, methodology): “Although earlier models (e.g., Hayes & Flower, 1980) did make connections between context and cognition, these connections were not explored in any depth.”
The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. (2016, neutral): “This might explain why they went unnoticed in early cognitive writing models built on skilled writing (Hayes & Flower, 1980).”
A Multicomponent Measure of Writing Motivation With Basic College Writers (2016, background): “Hayes and Flower (1980) included it only as “motivational cues” in the task environment, and Bereiter and Scardamalia (1987) made no mention of motivation in their model.”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, background): “According to the influential writing processes view (Hayes & Flower, 1980), the two most important high-level writing processes are planning, which is the generation and organization of ideas along with the formulation of rhetorical goals, and translating, which is the conversion of generated ideas…”
Linguistic features in writing quality and development: An overview (2020, background): “For instance, L1 students initially connect ideas at the sentence level during writing (Berninger, Fuller & Whitaker 1996), but, with time, they start developing cohesion at the global level by linking topics across paragraphs (Bereiter & Scardamalia, 1987; Hayes & Flower 1980).”
The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, methodology): “However, coinciding with the influential work of Flower and Hayes (1980; Hayes & Flower, 1980), this paradigm began to shift toward a focus on both product and process.”
Progress in Written Language Bursts, Pauses, Transcription, and Written Composition Across Schooling (2015, background): “…spelling and handwriting (or typing) to externalize language in the form of written text; and revising processes that monitor, evaluate, and change the intended and the actual written text (Berninger & Swanson, 1994; Berninger & Winn, 2006; Hayes, 1996; Hayes & Flower, 1980, 1986; Kellogg, 1996).”