Fluency in Writing

By N. Chenoweth, J. Hayes. 2001

397 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/ee5288c82f495a4834cfd461e483a7d0a25da786

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Handbook of Research on Learning and Instruction (2011, background): “Differences in sport skill execution are readily evident when comparing the performances of experts with those of novices (McPherson, 1999; McPherson & Thomas, 1989).”
Intercultural Language Use and Language Learning (2007, background): “Although only three studies have specifically focused on the analysis of textgenerating activity (Chenoweth and Hayes 2001; Roca de Larios et al. 2001; Roca de Larios et al. 2006a), reference to this subprocess of composing appears in many other process-oriented L2 writing investigations, and theref”
Progress in Written Language Bursts, Pauses, Transcription, and Written Composition Across Schooling (2015, methodology): “Previous research has shown that translating (Chenoweth & Hayes, 2001, 2003; Hayes & Chenoweth, 2007) and transcription (Alves, 2013; Alves, Castro, Sousa, & Strömqvist, 2007) are critically involved in generating language bursts.”
Keystroke Logging in Writing Research (2013, background): “This example is typical of a hunt-and-peck typist who produces new chunks of text in quite large “bursts” without significant pausing and without monitoring the text produced so far on the screen (Chenoweth & Hayes, 2001; Leijten, Van Waes, & Ransdell, 2010).”
The Relationship among Strategic Writing Behavior, Writing Motivation, and Writing Performance with Young, Developing Writers (2017, background): “…and arizona state university Evan J. Fishman arizona state university 1801-0004$10.00 r i t i ng is an extremely challenging task, as illustrated in the model of skilled writing proposed by Hayes (1996) and later mod- W ified by Hayes and others (Chenoweth & Hayes, 2001; Hayes & Ber-ninger, 2014).”
THE EFFECTS OF PLANNING ON FLUENCY, COMPLEXITY, AND ACCURACY IN SECOND LANGUAGE NARRATIVE WRITING (2004, background): “…including, in some cases, language planning+ Thus, writers who have time for pretask planning can be expected to benefit in fluency ~defined by Chenoweth & Hayes, 2001, as the rate of production of text! and also in complexity ~i+e+, they will be able to encode more complex ideas!+ However,…”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, background): “…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 into well-formed strings of language (Chenoweth & Hayes, 2001).”
The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL (2010, background): “A final explanation, which may even be more applicable to FL revisers, could be a lack of cognitive resources during revision (Chenoweth & Hayes, 2001; Stevenson et al., 2006).”
Disciplinary Literacy in History: An Exploration of the Historical Nature of Adolescents' Writing (2010, background): “The cognitive processes of reflection and planning, text production, revising, and text interpretation ( Chenoweth & Hayes, 2001 ; Flower & Hayes, 1981 ; Hayes, 1996 ) “compete for limited resources within working memory” ( McCutchen, 2006 , p.”
A Revised Writer(s)-Within-Community Model of Writing (2018, background): “…influences on writing and devote little attention to specifying the mechanisms that advance writing development (Alamargot & Chanquoy, 2001; Chenoweth & Hayes, 2001), whereas sociocultural writing perspectives “do not speak particularly well to the process of becoming literate” (Perry,…”
The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. (2016, positive): “Based on this pioneering study and others showing that language skill (Chenoweth & Hayes, 2001) and available working memory capacity (Chenoweth & Hayes, 2003) influenced burst length, Hayes (2009, 2012) proposed that a key source of bursts was translating, that is, the conversion of ideas into…”