An Analysis of the Writing Behavior of Good Student Writers
An Analysis of the Writing Behavior of Good Student Writers
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优秀学生作家写作行为分析
DOI：
10.58680/rte197420078
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发表时间：
1974
影响因子：
2.2
通讯作者：
C. Stallard
中科院分区：
文献类型：
--
作者：
C. Stallard
对于什么样的教学策略或学习活动可以促进学生写作技能的发展，教师和作家都未能达成一致。至少部分问题在于，人们对写作中涉及的实际认知过程知之甚少。对写作过程的分析仅限于少数研究，其中大多数都没有涉及确定认知过程的问题。 Emig (1971) 最近的一项研究确实使用案例研究程序检查了八名十二年级学生作家的写作行为。然而，我们不能说埃米格以任何决定性的方式确定了写作中涉及的认知过程。从本质上讲，当优秀作家完成写作任务时会发生什么这个复杂的问题仍然没有得到解答。具体来说，优秀作家在写作之前和写作过程中具有哪些行为和认知过程？该领域研究的缺乏可能是由于观察和分析任何类型的认知活动都很困难。此外，人们还倾向于以敬畏的态度看待所有创造性活动，并赋予其神秘特征，例如诗意的缪斯。
Neither teachers nor writers have been able to agree as to what teaching strategies or learning activities promote the development of writing skill in students. Part of the problem, at least, lies in the fact that very little is known about the actual cognitive processes involved in writing. Analyses of the processes of writing are limited to a small number of studies, most of which do not come to grips with the problem of determining cognitive processes. A recent study by Emig (1971) did examine the writing behavior of eight twelfth grade student writers using case study procedures. One cannot say, however, that Emig determined in any conclusive manner what cognitive processes are involved in writing. Essentially, the complex question of what happens when good writers attack a writing task remains unanswered. Specifically, what behaviors and cognitive processes characterize the good writer prior to and during the act of writing? The dearth of research in the area may be due to the difficulty of observing and analyzing cognitive activity of any kind. Then, too, it has been the tendency to view all creative activity with reverent awe and attribute mystical characteristics to it, e.g., the poetic muse.