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  1. Modeling writing phases : interdisciplinary method building – an interim report
    Autor*in: Perrin, Daniel; Ehrensberger-Dow, Maureen; Fürer, Mathias; Gantenbein, Thomas
    Erschienen: 2012

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    Sprache: Englisch
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    DDC Klassifikation: Rhetorik, Sammlungen von Literatur (808)
    Schlagworte: Statistical modeling; Writing process; Writing; Writing research
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  2. Writing by primary school children : product and process-related differences between age groups
    Autor*in: Gnach, Aleksandra; Perrin, Daniel
    Erschienen: 2006

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    DDC Klassifikation: Rhetorik, Sammlungen von Literatur (808)
    Schlagworte: Schreibforschung
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  3. Cumulated deviation of a linear trend : statistical modeling of writing processes
    Autor*in: Perrin, Daniel; Wildi, Marc
    Erschienen: 2008

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  4. Writing strategies and text structures
    Autor*in: Perrin, Daniel; de Bernardi, Bianca
    Erschienen: 2000

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    Schlagworte: IAM-Tagungsbeitrag
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  5. Progression analysis : a multi-method approach for investigating writing at the workplace
    Autor*in: Perrin, Daniel
    Erschienen: 2005

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  6. Analyzing written communication at the writer's workplace
    Autor*in: Perrin, Daniel; Rebecca, Harris
    Erschienen: 1999

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    Schlagworte: IAM-Tagungsbeitrag
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  7. Progression analysis (PA) : investigating writing strategies in the computer workplace
    Autor*in: Perrin, Daniel; Stef, Slembrouck
    Erschienen: 2000

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  8. Writing in the workplace
    Autor*in: Perrin, Daniel
    Erschienen: 2001

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    Schlagworte: IAM-Tagungsbeitrag
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  9. Progression analysis (PA) : investigating writing strategies in the computer workplace
    Autor*in: Perrin, Daniel; Olga, Dysthe
    Erschienen: 2000

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    Schlagworte: IAM-Tagungsbeitrag
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  10. Analyzing text progression at the writer's workplace : a theory-based tool for the coach
    Autor*in: Perrin, Daniel
    Erschienen: 1998

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  11. Authorship and context : writing and text production as situated activities
    Autor*in: Gnach, Aleksandra; Powell, Katrina M.
    Erschienen: 2014
    Verlag:  De Gruyter

    In this chapter, the authors examine the study of text production in relation to the ways that agency, author, and social context intersect, examining such questions as who are the agents of text production and how do they act in contemporary... mehr

     

    In this chapter, the authors examine the study of text production in relation to the ways that agency, author, and social context intersect, examining such questions as who are the agents of text production and how do they act in contemporary institutions of individual and organizational text production? In addition to outlining several related theoretical frameworks (Realist Social Theory, Activity Theory, Critical Discourse Analysis), the authors address the ways that research methodologies are inextricably linked to the theoretical perspectives informing them. Highlighting the interplay of socio-cultural contexts with authoring activities, the authors use two examples from the traditions of media linguistics and new literacy studies to address the ways that understanding context is crucial in analyzing and interpreting authors as agents of text production.

     
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    Schlagworte: Applied Linguistics; Text production; Writing
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  12. Introduction and research roadmap : writing and text production
    Autor*in: Jakobs, Eva-Maria; Perrin, Daniel
    Erschienen: 2013
    Verlag:  De Gruyter

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    Schlagworte: Writing; Text production; Applied linguistics; Writing research
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  13. Introduction : teaching and learning writing
    Autor*in: Castelló, Montserrat; Kruse, Otto
    Erschienen: 2012
    Verlag:  Emerald

    In the multilingual context of European higher education, both the need to study new linguistic situations in diverse educational contexts and the pressure to meet the demands of contemporary teaching are challenging tasks for writing research. Over... mehr

     

    In the multilingual context of European higher education, both the need to study new linguistic situations in diverse educational contexts and the pressure to meet the demands of contemporary teaching are challenging tasks for writing research. Over the past 30 years, the study of teaching and learning of writing constitutes a major field of interdisciplinary research which has compiled a substantial body of knowledge but still expands with respect to new research questions, new research fields and new methodologies. This expansion is particularly evident in this section on the teaching and learning of writing, which contains a large number of contributions on writing and reading processes, teaching methods, learner characteristics and text genres. The perspectives of the studies vary, as do the subjects studied, the contexts, the purposes of writing and the educational situations. The section is organized into five major sections which have been defined on the basis of the main research lines or research perspectives followed: – Focus on writing instruction – Focus on writing process – Focus on text assessment – Focus on learner and teacher variables – Focus on genre This classification is somewhat arbitrary, as most studies touch on more than one field. Still, we feel that each of the following papers has a main focus that allows classification into one of the proposed subsections. Other variables and study characteristics were excluded from the classification, as, for example the participants’ characteristics (e.g. with or without learning disabilities (LD)), the educational level (primary, secondary or higher education), the methodological approach (descriptive, correlational or experimental) and the theoretical approach. Some of the papers may share several or even all of these characteristics but are placed in different sections on the basis of their main research focus.

     
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    Schlagworte: Writing research; Intervention; Academic writing; Teaching; Learning; Development
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  14. The place of writing in translation : from linguistic craftmanship to multilingual text production
    Autor*in: Kruse, Otto
    Erschienen: 2012
    Verlag:  Parlor

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    Schlagworte: Translation; University; Academic writing; Text production; Skill; Fluency
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  15. Thesis writer : a system for supporting academic writing
    Autor*in: Rapp, Christian; Kruse, Otto; Erlemann, Jennifer; Ott, Jakob
    Erschienen: 2015
    Verlag:  ACM

    Learning to write in academic contexts is a challenging task faced by many students, and no less challenging is the instruction and tutoring of student writers. The most demanding paper students have to write is their thesis, which is equally an... mehr

     

    Learning to write in academic contexts is a challenging task faced by many students, and no less challenging is the instruction and tutoring of student writers. The most demanding paper students have to write is their thesis, which is equally an important part of their learning program as it is for graduation requirements. This new online support system aids thesis writing through a variety of tools and tutorials, guiding students through the writing process from initial idea to completed thesis. Based on an extended version of the well-established IMRD (Introduction, Methods, Results, Discussion) scheme, a flexible structure is provided which fits most academic and scholarly papers. Students are provided with numerous short tutorials which instruct them in choosing a topic and developing a manageable concept for their dissertation project. New tools have been created to facilitate the formulation process by integrating large discipline-specific corpora from which users can derive linguistic support through an integrated open source corpus analysis tool. The system also supports collaborative processes between writers, peers, tutors, and supervisors. The initial version will aid thesis writing in defined degree programs and facilitate communication within these disciplinary communities.

     
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    Schlagworte: Technology enhanced learning; Thesis writing; Academic writing; Support
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  16. Promoting general writing competence in vocational education and training schools : connecting L1 and L2 approaches in process oriented writing
    Autor*in: Konstantinidou, Triantafyllia Liana; Hoefele, Joachim; Kruse, Otto; Dieterich, Sebastian
    Erschienen: 2014
    Verlag:  Rhetoric Society of America RSA

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    Schlagworte: Writing research; Writing competence; Writing didactics
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  17. Writing cultures and genres in european higher education
    Autor*in: Chitez, Madalina; Kruse, Otto
    Erschienen: 2012
    Verlag:  Emerald

    The article sets out with the question of how writing cultures in a multilingual setting of 50 countries and even more languages like Europe can be studied. Each country formed its own system of higher education and looks back to its own lines of... mehr

     

    The article sets out with the question of how writing cultures in a multilingual setting of 50 countries and even more languages like Europe can be studied. Each country formed its own system of higher education and looks back to its own lines of teaching traditions. In spite of attempts to “harmonize” higher education through what is called the “Bologna Process”, communication on writing in Europe is still lacking a consistent terminology, especially on genre and writing practices. The article gives a short overview on genre theory and defines what “educational genres” are and how they develop. Examples are given on their relationships to writing practices and writing cultures. The contribution of contrastive and cross-cultural research to an understanding of national writing cultures is discussed and difficulties in interpreting contrastive studies are mentioned. Writing and genre use, it is argued, are framed by a large set of context conditions like classroom practices, curricular organization, institutional and disciplinary writing cultures as well as national and language-specific conditions so that it is difficult to interpret results from contrastive research. By outlining the writing cultures of France, Germany, Italy, and Romania, four examples are given of how national cultures may develop and which role genres play in shaping writing practices. The article concludes with some remarks on developmental trends of writing cultures.

     
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    Schlagworte: Contrastive research; Bologna process; Writing cultures; Higher education; Writing competence; Writing didactics
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  18. Little red bard : Shakespeare in the realm of animated documentary
    Autor*in: Rall, Hannes; Reinhuber, Elke; Weber, Wibke
    Erschienen: 2018

    This article examines the research and creative process of creating a short animated documentary about the relevance of Shakespeare for digital natives in Singapore. The film mixes animation and live action interviews in various forms to tell its... mehr

     

    This article examines the research and creative process of creating a short animated documentary about the relevance of Shakespeare for digital natives in Singapore. The film mixes animation and live action interviews in various forms to tell its story. The project offers new insights in three ways: First, by uncovering new facts about Shakespeare perception in Singapore. Secondly, by closely examining the specific role of animated layers in the context of adding, enhancing and altering the recorded live action footage for the emerging documentary. Thirdly, by proposing a taxonomy for the animated strategies used.

     
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    DDC Klassifikation: Literatur und Rhetorik (800)
    Schlagworte: Animated documentary; Digital animation; Authenticity; Digital journalism
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    Not specified
  19. Online support for academic writing : a review of technologies with special attention to the needs of non-native writers
    Autor*in: Strobl, Carola; Ailhaud, Emilie; Benetos, Kalliope; Devitt, Ann; Kruse, Otto; Proske, Antje; Rapp, Christian
    Erschienen: 2018

    We present a review of technologies designed to support writing instruction in higher and secondary education that was carried out by an international team of researchers within the European Literacy Network (funded by COST Action IS1401;... mehr

     

    We present a review of technologies designed to support writing instruction in higher and secondary education that was carried out by an international team of researchers within the European Literacy Network (funded by COST Action IS1401; www.is1401eln.eu/en/working-groups/working-group-3/). The review covers tools to support both native and non-native writers and focuses primarily on instructional affordances, thus broadening the scope of previous research in this field that was organised according to technological specifications. In this vein, Allen, Jacovina, and McNamara (2015) proposed a distinction between Automated Writing Evaluation (AWE), Essay Scoring (ES) and Intelligent Tutoring Systems (ITS). Our review shows that, with technology enhanced learning becoming more ubiquitous and widespread, new technologies and tools catering to a broader range of pedagogical settings and approaches are emerging. Method Data collection was done through an extensive literature and database search in six European languages and an online survey sent out to the expert community via mailing lists. Of the 89 tools that were collected in this way, we retained 44 tools for further analysis, after applying exclusion criteria (e.g., appropriate target group, emphasis on writing activities). For a comprehensive and systematic overview, a coding framework consisting of 40 qualitative and quantitative descriptors was developed. Next to general information about e.g. supported languages and technological specifications, the descriptors cover features related to writing processes, pedagogical approaches, feedback modalities and interaction support. Results In this presentation, we will briefly outline the major results of our analysis. Next to expanding the existing classification by adding other forms of learning technology, e.g., interactive tutorials, the results uncover an imbalance. While automated support for revision on the micro-level targeting factual knowledge is well represented, tools that support the development ...

     
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  20. The bilingual academic phrasebook : can it support writers? And how?
    Autor*in: Kruse, Otto; Gautschi, Curtis
    Erschienen: 2019

    This presentation reports on the creation of a bilingual academic phrasebook (or two corresponding phrasebooks in English and German), which is based on two corpora of 20,000 English and 16,000 German documents, as a work in progress. Built on the... mehr

     

    This presentation reports on the creation of a bilingual academic phrasebook (or two corresponding phrasebooks in English and German), which is based on two corpora of 20,000 English and 16,000 German documents, as a work in progress. Built on the Manchester Phrasebank methodology, the present project focuses on collecting phrases and examining connections between the two languages. What we refer to as a phrasebook is a collection of expressions used to perform the most important speech acts in academic papers. As an inventory of frequently used expressions in research articles and theses, the collection is a representation of the functional aspects of academic language and, as such, may be viewed as a rhetoric for academic texts. In the presentation, we describe how phrases are selected and organized along the IMRD sequence in order to correspond with the composition process. We also outline a theoretical framework grounded in genre theory, rhetoric and linguistics to provide the basis for the phrasebook’s planned pedagogical uses, as well as lay some foundations for this branch of research. In addition, we demonstrate how the phrases may be used to support authors in a digital learning environment called Thesis Writer, in which the phrases are available to writers when their papers demand certain speech acts. The most important part of our presentation will be a reflection on the parallelism of German and English expressions, with a brief overview of some of the similarities and differences in frequencies found when comparing the two languages. While the phrasebook is a key component in the structure of Thesis Writer, our intention is to make it available as a separate digital tool to be used independently. Concluding, we summarize our experience thus far with the uses and limitations of academic phrases in the teaching of academic writing, both in L1 and L2.

     
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    Schlagworte: Academic writing
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  21. EFL placement testing for engineering students with automated essay scoring : new applications for natural language processing
    Autor*in: Gautschi, Curtis
    Erschienen: 2019

    The implementation of internationalisation strategies by higher education policymakers has led to a steady increase in English-taught programmes (Wächter & Maiworm 2014). The recognition of English as an economic (Ehrenreich 2010) and academic... mehr

     

    The implementation of internationalisation strategies by higher education policymakers has led to a steady increase in English-taught programmes (Wächter & Maiworm 2014). The recognition of English as an economic (Ehrenreich 2010) and academic (Ljosland 2011) lingua franca also applies to Engineering, where the proficient use of English is highly valued (Minsch et al. 2017), and practical skills, such as the writing of technical reports, are expected outcomes from engineering students' university level education (Karras et al., 2015: 8-13). In spite of its importance, the placement testing of writing skills, regrettably, tends to be avoided on the grounds that it is too time-consuming. This is especially true when large numbers of new students are involved. However, advancements in computerized text analysis in the form of Automated Essay Scoring (AES) show great promise in responding to this need. This paper describes the design, results and further development of an AES tool and CEFR-level prediction algorithm that was created and experimentally implemented at a major University of Applied Sciences in Switzerland as part of an online English placement test for first-year engineering students. In line with current research in AES, the algorithm was developed employing a prediction-accuracy pseudo-black box approach (see Vanhove et al. 2019, Yannakoudakis 2013) using a small training corpus of texts with known CEFR levels (N=50). The tool's advantages will also be discussed. Written and run entirely in an R environment (R Core Team 2017, version 3.4.3) using the koRpus package (Michalke 2017) as the tool's workhorse, the user has complete control over the tool's implementation, and can integrate it with other advanced text analyses possible in R (e.g., text mining, word embedding). The algorithm requires a minimum of resources, is simple to use and is cost-effective. As the tool can handle bulk grading of large numbers of texts, it is ideal for placement testing. Further, the AES algorithm is efficient. In ...

     
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    Schlagworte: Automated essay scoring; Placement testing for writing; computerized assessment; EFL writing assessment
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  22. Digital support for academic writing : a review of technologies and pedagogies
    Autor*in: Strobl, Carola; Ailhaud, Emilie; Benetos, Kalliopi; Devitt, Ann; Kruse, Otto; Proske, Antje; Rapp, Christian
    Erschienen: 2019
    Verlag:  Elsevier

    This paper presents a review of the technologies designed to support writing instruction in secondary and higher education. The review covers tools to support first and second language writers and focuses on instructional affordances based on their... mehr

     

    This paper presents a review of the technologies designed to support writing instruction in secondary and higher education. The review covers tools to support first and second language writers and focuses on instructional affordances based on their technological specifications. Previous studies in this field centred on Automated Writing Evaluation, Automated Essay Scoring and the rarer Intelligent Tutoring Systems, addressing mainly essay writing needs in US secondary school instruction. With technology-enhanced learning becoming more ubiquitous and widespread, new technologies and tools catering to a broader range of genres, pedagogical settings, and approaches are emerging. We present a systematic analysis of 44 tools across 26 quantitative and qualitative features related to writing processes, pedagogical approaches, feedback modalities and technological specifications. The results uncover an imbalance of available tools with regard to supported languages, genres, and pedagogical focus. While a considerable number of tools support argumentative essay writing in English, other academic writing genres (e.g., research articles) and other languages are under-represented. With regard to the pedagogical focus, automated support for revising on the micro-level targeting factual knowledge (e.g., grammar, spelling, word frequencies) is well represented, whereas tools that support the development of writing strategies and encourage self-monitoring to improve macrolevel text quality (e.g., argumentative structure, rhetorical moves) are infrequent. By mapping the state of the art and specifying direction for further research and development, this review is of interest to researchers, policymakers, tool developers, and practitioners of writing instruction in higher and secondary education institutions.

     
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    Schlagworte: Distance education and telelearning; Evaluation of CAL system; Interactive learning environment; Pedagogical issue
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  23. Citation guide
    Autor*in: Butz, Andreas; Di Giusto, Flavio; Philipp, Jeannette; Woschnack, Ute; Adams-Hausheer, Danielle; Christian, John Edward; Fawcett, Michelle
    Erschienen: 2019
    Verlag:  ZHAW Zürcher Hochschule für Angewandte Wissenschaften

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  24. Writing by primary school children
    Autor*in: Gnach, Aleksandra
    Erschienen: 2006

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  25. Progression analysis : an ethnographic, computer-based multi-method approach to investigate natural writing processes
    Autor*in: Perrin, Daniel
    Erschienen: 2006
    Verlag:  Elsevier

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    Schlagworte: Progression analysis; Ethnography; Writing research; Digital media
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