Modelling Written Communication - A New Systems Approach to Modelling in the Social Sciences

Preface

Introduction

A Description of Writing

The Modelling Process

The Models Formulated

The Writing Tutor Program

Further Applications and Developments

Chapter 1: Review of Composition Software

Chapter 2: Critical Realism

Chapter 3: The Modelling Process

Chapter 4: The Users Model of Composing

Chapter 5: Testing Out the Users Model

Chapter 6: The Theoretical Model of Composing

Chapter 7: The Explanatory Force of the Models

Chapter 8: The Writing Tutor Program

Conclusion

Contents

1 Review of Composition Software

1.1 Introduction

1.2 General Principles for Using Computersin Writing Instruction

1.3 The Need to Consult Educational Goals and Methods

1.4 Categories of Writing Tutor Programs Currently Available

1.4.1 Conferencing-Type Tutors

1.4.2 Tutors Based on Text-Analysis

1.4.3 Tutors Based on Heuristics or Invention Strategies

1.4.4 Text or Revision Tools

1.4.5 Organisers

1.4.6 Process-Based Tutors

1.5 Features of a Versatile Writing Tutor Program

1.6 Conclusion

2 Critical Realism

2.1 Introduction

2.2 Overview of Critical Realism

2.3 Critical Realism as Investigative Orientation

2.4 Criticisms of Critical Realism

2.5 Fallacies in Critical Realism

2.5.1 The Epistemic/Linguistic Fallacy

2.5.2 The Theory-Determinant Fallacy

2.6 Critical Realism and Literacy

2.7 Critical Realism and Composition

2.8 The Nature of the Users Model of Composing

2.9 Use of the Term Discourse in This Study

2.10 Conclusion

3 The Modelling Process

3.1 Introduction

3.2 The Nature of Theory

3.2.1 The Relationship Between Theory and Practice

3.2.2 The Use of Theory in This Study

3.2.3 The Relationship Between Theory and Models

3.3 The Models Produced in This Study

3.4 Francks Modelling Process

3.5 The Nature of Social Mechanisms

3.5.1 Contingent and Intentional Causality

3.6 Validation of the Models

3.7 Video Protocol Analysis

3.8 Generalizability of the Theoretical Model

3.9 Interplay Between Data and Theory

3.10 Stratification in the Inquiry Process

3.11 Cycles of Modelling Involved

3.11.1 First Cycle of Modelling (Masters Research)

3.11.2 Second Cycle of Modelling

3.11.3 Third Cycle of Modelling

3.12 Conclusion

4 The Users Model of Composing

4.1 Introduction

4.2 The Property of the Social System

4.3 The Phenomenon of Composing

4.3.1 The ''Property of the System'' Involved in Composing

4.3.2 The Functions Performed in Composing

4.3.3 The Mechanism Involved in Composing

4.4 The Empirical Model of Composing

4.4.1 Background to the Formulation of the Model

4.4.2 The Concept of a ''User''s Model''

4.4.3 The ''Stages of the Writing Process'' Model

4.5 Application of the First Empirical Model

4.5.1 Interfacing Composition Software with Word Processors

4.5.2 The Issue of Social Context

4.5.3 The Lack of a Theoretical Underpinning to the Model

4.6 The Users Model as a Description of Real Life Composing

4.7 Conclusion

5 Testing Out the Users Model

5.1 Introduction

5.2 The Video Protocol Analysis Method

5.2.1 Advantages and Disadvantages of Video Protocols

5.2.2 Composing Profile Graphs

5.3 Confirmation of Phases in Composing

5.3.1 Description of the Phases

5.3.2 Confirmation of the Stages in the Empirical Model

5.3.3 The Emerging Picture of Composing

5.4 Key Issues Emerging from the Video Protocols

5.5 The Process Approach

5.5.1 Origins and Focus of the Process Approach

5.5.2 Relevance of the Process Approach to L1 and L2 Writers

5.5.3 Research into Composing Processes

5.5.4 The View of Writing Built Up from Process Research

5.5.5 The Process Approach to Teaching Composition

5.5.6 Criticisms of the Process Approach

5.5.7 The Interpersonal Context of the Process Approach

5.6 Approaches Which Set Academic Writing in Its Social Context

5.6.1 Writing as the Social Construction of Knowledge

5.6.2 The Textual Focus of Social Approaches to Writing

5.6.3 The Paradigms Involved in Knowledge Construction

5.7 Modifications Required to the Model

5.8 The Developing View of the Users Model

5.9 Conclusion

6 The Theoretical Model of Composing

6.1 Introduction

6.2 The Theoretical Model as Primary System

6.3 Reformulation of the Property of the System

6.4 Factors Contributing to the Formulation of the Theoretical Model

6.5 The System of Communicative Functions

6.6 The Theoretical Model as Generalizable Principle

6.7 The Formulation of a Second Empirical Model of Composing

6.8 Validating the Models

6.9 Composing as a Special Case of Communication

6.9.1 The Effects of Distancing on the Communicative Functions

6.9.2 Types of Distancing Occurring in Communication

6.10 Effects of Crafting on Communication in Written Mode

6.11 The Property of the System of Functions Underpinning Communication

6.12 The Picture of Composing Emerging from the Modelling Process

6.13 Rationale for Current Approaches to the Teaching of Written Composition

6.14 Conclusion

7 The Explanatory Force of the Models

7.1 Introduction

7.2 The Meaning of Validation in This Study

7.3 Issues Explored in the Video Protocols

7.4 Interpreting Composing Using the Model

7.5 Analysis of Data from the Video Protocols

7.6 The Explanatory Force of the Empirical Model

7.6.1 The General Configuration of the Model Confirmed

7.6.2 Previous Exceptions Accommodated by the New Model

7.6.3 The Influence of Extra-Systemic Factors on Composing

7.6.4 Intra-systemic Variation in Composing

7.6.5 Diagnosis of Problems Experienced by Writers

7.7 Conclusion

8 The Writing Tutor Program

8.1 Introduction

8.2 The Aim of Developing the Writing Tutor Program

8.3 The Process-Based Writing Tutor Program Developed in This Study

8.4 The Production of the Writing Tutor Program

8.5 Design Principles and Specifications

8.6 Basic Programming Specifications

8.7 The Theoretical Model and Educational Program Design

8.7.1 Contextualising Learning in Course Design

8.7.2 Ideational Content in Course Design

8.7.3 Interactive Aspects of Course Design

8.7.4 Social Aspects of Course Design

8.7.5 Reflexive Aspects of Course Design

8.8 Computer Human Interface Aspects of the Writing Tutor Program

8.9 The Prototype Writing Tutor Program

8.10 Design Features of the Completed Prototype

8.10.1 General Operating Principles

8.10.2 Translating the Stages of Composing into Menu Items

8.10.3 Prompts and Screen Displays

8.10.4 Other Main Menu Items

8.10.5 Customising the Program to Suit Various Contexts

8.11 Anticipated Program Enhancements

8.12 User Response to the Writing Tutor Program

8.12.1 Some Overall Impressions from Student Users

8.12.2 Improvements Suggested by Students

8.13 Conclusion

Conclusion

8.1 The Extent to Which the Aims Were Achieved

The Description of Writing Unfolding in the Course of the Modelling

The Modelling Process As Contributing to the Description of Writing

The Models Formulated

The Practical Application of the Modelling in the Creation of a Computerised Writing Program

Further Applications and Developments

The Use of the Theoretical Model as Generalizable Principle in Social Science

The Representation of the Theoretical Model as a Mathematical Formula

A Study of How the Composing (or Communicative Functions) are Encoded in the Text

Use of the Second Empirical Model to Analyse Composing in Different Genres

Analysis of Composing Carried Out Primarily on Computer

Testing Out of the Writing Tutor Program

The Development and Testing Out of Specialist Versions of the Writing Tutor Program

Development of Other Tutors Based on the ''Floating Menu Bar'' Principle

Reflection on the Inquiry Process

Glossary

Bibliography

Index