Modeling and Remodeling Writing

By J. Hayes. 2012

715 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/bd7bf54244acb89e2ae8ad9227d2aeb6b4a1b197

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In Developmental and Educational Psychology

In Education

In Literature and Literary Theory

Citations in the corpus

Keystroke Logging in Writing Research (2013, methodology): “Because logging data also provide information on the pausing and revision behavior, we are able to make well-founded inferences that draw on the resource level (i.e., working memory, long-term memory, reading, and attention; see Hayes, 2012a).”
Student, teacher and class-level correlates of Flemish late elementary school children’s writing performance (2016, background): “This was surprising, given the importance attributed to writing strategies in influential cognitive models (e.g., Flower & Hayes, 1981; Hayes, 2012).”
Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course (2018, neutral): “Writing has long been depicted as both a cognitive and metacognitive activity (Flower & Hayes, 1981), and indeed Hayes’ (2012) cognitive model of writing underscores that metacognition is needed for writers to orchestrate knowledge and strategies to meet the specific objectives and constraints of…”
Trends in Research on Writing as a Learning Activity (2016, neutral): “These new cognitive theories ascribed a high degree of agency to the writer, whose goals, motives, knowledge, strategies, and decisions determine the course of the writing process, and consequently the effect of writing on learning (Hayes, 2012; Kellogg, 2008; McCutchen et al., 2008).”
Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study (2020, methodology): “To address this gap, we propose a process-genre instructional framework, which draws on the theoretical underpinnings of systemic functional linguistics (SFL) and the related genrebased approach (Rose & Martin, 2012) as well as the writing process model (Flower & Hayes, 1981; Hayes, 2012).”
A Revised Writer(s)-Within-Community Model of Writing (2018, background): “One, a writer may draw upon a schema held in LTM that provides a reasonable solution for achieving the intended goal (Hayes, 2012).”
Peer feedback in second language writing (2005–2014) (2016, background): “the finished text to the process in which writing takes place (Hayes & Flower 1980; Hayes 2012).”