Analysis of pauses and bursts for the study of writing processes
Article Sidebar
Main Article Content
Abstract
One of the most relevant online methods for the assessment of the writing process in the last few years has been the study of the temporal dynamics of writing through the analysis of pauses and executions. In addition to being one of the less intrusive online methods, it provides valuable information about writing processes. Despite this, there is a certain lack of consistency regarding the kind of measures that can be considered and the information that can be obtained from their analysis. Therefore, based on an exhaustive revision of studies, this work aims to provide a detailed view of the kind of measures related to the analysis of pauses and bursts as well as the kind of information that can be inferred from them. Information is also provided on the tools required for data collection and processing. Finally, the major contributions derived from the implementation of this methodology will be discussed, as well as the limitations and difficulties that should be considered for its implementation. From this review, it is intended to provide valuable information that will be useful for the conceptualization and design of new writing research studies in which this type of measures are considered. Research funded through the project EDU2015-67484-P , MINECO/FEDER awarded to Dra. Fidalgo and a predoctoral fellowship (FPU 13/06428) granted to P . López.
Downloads
Article Details
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Alamargot, D., Plane, S., Lambert, E., & Chesnet, D. (2010). Using eye and pen movements to trace the development of writing expertise: Case studies of a 7th, 9th and 12th grader, graduate student, and professional writer. Reading and Writing, 23, 853–8 88. doi:10.1007/s11145-0099191-9
Alves, R. A. (2013). A mente enquanto escreve: A automatização da execução motora na composição escrita [The mind while writing: The automatization of motor execution in written composition]. Lisbon, Portugal: Fundação Calouste Gulbenkian.
Alves, R. A., & Limpo, T. (2015). Progress in written language bursts, pauses, transcription, and written composition across schooling. Scientific Studies of Reading, 19, 374-391. http://dx.doi.org/10.1080/10888438.2015.1059838
Alves, R. A., Branco, M., Castro, S. L., & Olive, T. (2012). Effects of handwriting skill, handwriting and dictation modes, and gender of fourth graders on pauses, written language bursts, fluency, and quality. In V. W. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 389–402). New York, NY: Psychology Press.
Alves, R. A., Castro, S. L., & Olive, T. (2008). Execution and pauses in writing narratives: Processing time, cognitive effort and typing skill. International Journal of Psychology, 43, 969–979. doi:10.1080/00207590701398951
Alves, R. A., Castro, S. L., Sousa, L., & Strömqvist, S. (2007). Influency of typing skill on pause-execution cycles in written composition. In M. Torrance, L. van Waes, & D. Galbraith (Eds.), Writing and cognition: Researc hand applications (pp. 55–65). Amsterdam, the Netherlands: Elsevier.
Alves, R. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. A., & Castro, S. L. (2016). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. Journal of Educational Psychology, 108, 665-679. http://dx.doi.org/10.1037/edu0000089
Barbier, M. L., & Spinelli-Jullien, N. (2009). On-line tools for investigating writing strategies in L2. German as a foreign language, 2 (3), 23-40.
Chenoweth, N. A., & Hayes, J. R. (2001). Fluency in writing: Generating text in L1 and L2. Written Communication, 18, 80–98. doi:10.1177/0741088301018001004
Connelly, V., Dockrell, J. E., Walter, K., & Critten, S. (2012). Predicting the quality of composition and written language bursts from oral language, spelling, and handwriting skills in children with and without Specific Language Impairment. Written Communication, 29, 278–302. doi:10.1177/0741088312451109
Foulin, J. N. (1998). To what extent does pause location predict pause duration in adults’ and children’s writing ? Cahiers de Psychology Cognitive / Current Psychology of Cognition, 17, 601–620.
Hayes, J. R., & Flower, L. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3–29). Hillsdale, NJ: Erlbaum.
Kaufer, D. S., Hayes, J. R., & Flower, L. (1986). Composing written sentences. Research in the Teaching of English, 20, 121–140
Levy, C. M. & Olive, T. (2002). Real time studies in writing research: Progress and Prospects. En T. Olive & C. M. Levy (Eds.), Contemporary tools and techniques for studying writing (pp. 1-8). Dordrecht, A.A.: Kluwer Academic Publishers.
Limpo, T., & Alves, R. A. (2017). Tailoring multicomponent writing interventions: Effects of coupling self-regulation and transcription training. Journal of Learning Disabilities. https://doi.org/10.1177/0022219417708170.
Medimorec, S., & Risko, E. F. (2017). Pauses in written composition: On the importance of where we pause. Reading and Writing, 30, 1267–1285. doi:10.1007/s11145-017-9723-7
Olive, T. (2010). Methods, techniques, and tools for the on-line study of the writing process. In N. L. Mertens (Ed.), Writing: processes, tools and techniques (pp. 1–18). New York, NY: Nova Science Publishers.
Olive, T., & Kellogg, R. T. (2002). Concurrent activation of high- and low-level production processes in written composition. Memory & Cognition, 3 0 , 594–600. doi:10.3758/BF03194960
Olive, T., Alves, R. A., & Castro, S. L. (2009). Cognitive processes in writing during pause and execution periods. European Journal of Cognitive Psychology, 21, 758–785. doi:10.1080/09541440802079850
Prunty, M. M., Barnett, A. L., Wilmut, K., & Plumb, M. S. (2013). Handwriting speed in children with Developmental Coordination Disorder: Are they really slower? Research in Developmental Disabilities, 34, 2927–2936. doi:10.1016/j.ridd.2013.06.005
Prunty, M. M., Barnett, A. L., Wilmut, K., & Plumb, M. S. (2014). Research in developmental disabilities: An examination of writing pauses in the handwriting of children with developmental coordination disorder. Research in Developmental Disabilities, 35 (11), 2894–2905. doi: 10.1016/j.ridd.2014.07.033
Schilperoord, J. (2002). On the cognitive status of pauses in discourse production. In T. Olive & C. M. Levy (Eds.), Contemporary tools and techniques for studying writing (pp. 61–87). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Spelman Miller, K. (2000). Academic writers on-line: Investigating pausing in the production of text. Language Teaching Research, 4, 123-148. http://dx.doi.org/10.1191/136216800675510135
Tillema, M., Van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2011). Relating self-reports of writing behavior and online task execution using a temporal model. Metacognition Learning, 6, 229253. doi: 10.1007/s11409-011-9072-x.
Torrance, M., Rønneberg, V., Johansson, C., & Uppstad, P . H. (2016). Adolescent weak decoders writing in a shallow orthography: Process and product. Scientific Studies of Reading, 20 (5), 375–388. doi: 10.1080/10888438.2016.1205071
Van der Pool, E. (1996). A text-analytical study of conceptual writing proceses and their development. En G. Rijlaarsdam, H. van der Bergh & M. Couzijn (Eds.), Theories, Models and Methodology in Writing Research (pp. 456-472). Amsterdam: Amsterdam University Press.
Van Hell, J., Verhoeven, L. & van Beijsterveldt, L. (2008). Pause time patterns in writing narrative and expository texts by children and adults. Discourse Processes, 45 , 406–427. http://dx.doi.org/10.1080/01638530802070080
Van Waes, L., & Schellens, P . J. (2003). Writing profiles: The effect of the writing mode on revision patterns of experienced writers. Journal of Pragmatics, 3 5 , 829–853. http://dx.doi.org/10.1016/S0378-2166(02)00121-2
Van Waes, L., Leijten, M., Wengelin, A., & Lindgren, E. (2012). Logging tools to study digital writing processes. In V. W. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 507-533). New York, NY: Psychology Press.
Wengelin, A. (2006). Examining pauses in writing: Theory, methods and empirical data. In K. Sullivan & E. Lindgren (Eds.), Computer key stroke logging and writing: Methods and applications (pp. 107–130). Amsterdam, Netherlands: Elsevier.
Wengelin, A. (2007). The word-level focus in text production by adults with reading and writing difficulties. In M. W. Torrance, L. van Waes, & D. Galbraith (Eds.), Writing and cognition: Research and applications (Vol. 20, pp. 67–82). Oxford, United Kingdom: Elsevier.