How the Writing Medium Shapes the Writing Process: Effects of Word Processing on Planning
How the Writing Medium Shapes the Writing Process: Effects of Word Processing on Planning
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写作媒介如何塑造写作过程：文字处理对规划的影响
DOI：
10.58680/rte198915523
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发表时间：
1989
影响因子：
2.2
通讯作者：
C. Haas
中科院分区：
文献类型：
--
作者：
C. Haas
本文提出了一项研究，探讨使用笔和纸以及文字处理进行写作的规划过程的影响。该研究采用了 2×3 因子设计和出声思考方法。经验丰富的作家和学生作家用笔和纸、文字处理以及两种媒体来撰写文本。分析了规划的数量和种类。结果显示，笔和纸与单独文字处理条件之间存在显着差异：当作家单独使用文字处理时，与使用笔和纸相比，写作者的计划显着减少，开始写作前的计划显着减少，概念或高级计划显着减少，局部或顺序计划显着增加。令人惊讶的是，不存在主题与条件之间的相互作用，允许作家使用两种媒体的条件与其他两种条件之间也没有明显的差异。大多数写作理论都承认计划的重要性，并且计划仍然是作文研究人员的兴趣所在。产生这种兴趣的原因之一可能是更好的作家似乎会计划更多。 Bereiter 和 Scardamalia（1978a）发现，虽然年轻作家常常无法区分写作和计划，但更成熟的成年作家的计划几乎是他们根据这些计划编写的文本的四倍长（以出声思考协议中所说的单词数计算）。 Flower 和 Hayes (1980) 还发现，专家作家与新手作家在写作过程中所做的计划的数量和类型上都有所不同。计划不仅是专家作家的标志，而且计划可能使我们能够边写作边学习：文本和计划之间的移动可能是写作过程中“发现”发生的地方（Bereiter & Scardamalia, 1987b; Murray, 1984; Penrose, 1987）。书面规划，就像更一般的规划一样，可能很有价值，因为它是作者的注释：这项研究由中学后教育改进基金 (FIPSE) 向作者 Christine Neuwirth 和 John R. Hayes 提供的资助，资助号为 G008642161。卡内基梅隆大学信息技术中心提供技术支持。 Christine Neuwirth、Nancy Spivey、John R. Hayes、David Kaufer 和 Glynda Hull 的仔细阅读带来了实质性的改进，对此深表谢意。英语教学研究，卷。 23、第2期，1989年5月
This article presents a study examining the effects on planning processes of using pen and paper and word processing for composing. The study employed a 2-by-3 factorial design and a thinkaloud methodology. Experienced writers and student writers composed texts with pen and paper, with word processing, and with both media. Amount and kinds of planning were analyzed. Results showed significant differences between the pen and paper and the word processing alone conditions: when writers were using word processing alone, there was significantly less planning, significantly less planning before beginning to write, significantly less conceptual or high-level planning, and significantly more local or sequential planning than when they were using pen and paper. Surprisingly, there were no subject-by-condition interactions, nor were there clear differences between the condition which allowed writers to use both media and the other two conditions. Most theories of writing have acknowledged the importance of planning, and planning continues to be of interest to composition researchers. One reason for this interest may be that better writers seem to plan more. Bereiter and Scardamalia (1978a) found that while young writers are often unable to differentiate writing from planning, the planning of the more mature, adult writers was almost four times as long (in number of words spoken in a think-aloud protocol) as the text they produced from those plans. Flower and Hayes (1980) also found expert writers differed from novice writers in both the amount and the kind of planning they did during writing. Not only is planning the hallmark of the expert writer, but planning may be what allows us to learn as we write: the movement between text and plan may be where "discovery" during writing takes place (Bereiter & Scardamalia, 1987b; Murray, 1984; Penrose, 1987). Planning in writing, like planning more generally, can be valuable because it is reAuthor's Note: This research was funded by a grant to the author, Christine Neuwirth, and John R. Hayes from the Fund for the Improvement of Post Secondary Education (FIPSE) under grant number G008642161. Technical support was provided by the Information Technology Center at Carnegie-Mellon. Close readings by Christine Neuwirth, Nancy Spivey, John R. Hayes, David Kaufer, and Glynda Hull led to substantive improvements and are gratefully acknowledged. Research in the Teaching of English, Vol. 23, No. 2, May 1989