Writers’ mental representations of the intended audience and of the rhetorical purpose for writing and the strategies that they employed when they composed

By A. Wong. 2005

101 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9357df20720266481e393fd71fce7722912d08d4

How researchers see this paper

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

In Education

1. Suzanne Carrington
2. M. Jordà
3. E. A. Soler
4. Congjun Mu
5. M. Ryan

In Language and Linguistics

1. Suzanne Carrington
2. M. Jordà
3. E. A. Soler
4. Congjun Mu

In Literature and Literary Theory

1. Suzanne Carrington
2. M. Jordà
3. E. A. Soler
4. Congjun Mu

Citations in the corpus

• Intercultural Language Use and Language Learning (2007, background): “These assumptions have received empirical confirmation in a number of studies (cf. Breetvelt et al. 1996; Raimes 1987; Smith 1994; Van den Bergh et al. 1994; Wong 2005; Wolfersberger 2003).”
• Metacognition in Student Academic Writing (2012, unknown): “…the variety of task perceptions observed reinforces current research suggesting that mental representation of task have a strong link to students’ metacognitive awareness of how the task can be tackled and, indirectly, to self-regulation and monitoring of performance (Schraw,1998; Wong, 2005).”
• An Investigation of Three Chinese Students' English Writing Strategies (2007, background): “There are numerous studies on L2 writing strategies, but few are carried out in an authentic context (Leki, 1995; Wong, 2005 ).”