Pratt Modelling Written Communication

A New Systems Approach to Modelling in the Social Sciences
1. Auflage 2011
ISBN: 978-90-481-9843-6
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 8, 226 Seiten

Reihe: Methodos Series

This book offers an alternative view to current postmodern approaches to composition. It takes a critical realist stance to arrive at the 'essence' of written communication with the aim of informing a practical application: a computerised  writing tutor. Following Robert Franck's seminal work on modelling, a theoretical model of writing was first formulated, consisting of an architecture of functions which constitute the prerequisites for effective communication. Next, an applied model - a composing algorithm with an input option - was developed, showing composing to be a systemic social process with intra- and extra-systemic variation. The algorithm provided the design template for a writing tutor program which models for the learner both the systemic and the socially situated nature of writing. This book establishes composing as a communicative interaction, and shows the essential dynamism of writing, while offering an exemplar of a systems approach to modelling in the social sciences.

Autoren/Hrsg.

Pratt, Deirdre

Inhaltsverzeichnis

1;Preface;5
2;Introduction ;8
2.1; A Description of Writing;9
2.2;The Modelling Process;10
2.3;The Models Formulated;10
2.4;The Writing Tutor Program;11
2.5;Further Applications and Developments;12
2.6;Chapter 1: Review of Composition Software;13
2.7;Chapter 2: Critical Realism;14
2.8;Chapter 3: The Modelling Process;15
2.9;Chapter 4: The Users Model of Composing;15
2.10;Chapter 5: Testing Out the Users Model;16
2.11;Chapter 6: The Theoretical Model of Composing;16
2.12;Chapter 7: The Explanatory Force of the Models;17
2.13;Chapter 8: The Writing Tutor Program;17
2.14;Conclusion;18
3;Contents;19
4;1 Review of Composition Software;24
4.1;1.1 Introduction;24
4.2;1.2 General Principles for Using Computersin Writing Instruction;24
4.3;1.3 The Need to Consult Educational Goals and Methods;25
4.4;1.4 Categories of Writing Tutor Programs Currently Available;28
4.4.1;1.4.1 Conferencing-Type Tutors;30
4.4.2;1.4.2 Tutors Based on Text-Analysis;30
4.4.3;1.4.3 Tutors Based on Heuristics or Invention Strategies;30
4.4.4;1.4.4 Text or Revision Tools;30
4.4.5;1.4.5 Organisers;31
4.4.6;1.4.6 Process-Based Tutors;31
4.5;1.5 Features of a Versatile Writing Tutor Program;35
4.6;1.6 Conclusion;36
5;2 Critical Realism;38
5.1;2.1 Introduction;38
5.2;2.2 Overview of Critical Realism;38
5.3;2.3 Critical Realism as Investigative Orientation;40
5.4;2.4 Criticisms of Critical Realism;43
5.5;2.5 Fallacies in Critical Realism;45
5.5.1;2.5.1 The Epistemic/Linguistic Fallacy;45
5.5.2;2.5.2 The Theory-Determinant Fallacy;46
5.6;2.6 Critical Realism and Literacy;47
5.7;2.7 Critical Realism and Composition;50
5.8;2.8 The Nature of the Users Model of Composing;53
5.9;2.9 Use of the Term Discourse in This Study;54
5.10;2.10 Conclusion;57
6;3 The Modelling Process;59
6.1;3.1 Introduction;59
6.2;3.2 The Nature of Theory;59
6.2.1;3.2.1 The Relationship Between Theory and Practice;61
6.2.2;3.2.2 The Use of Theory in This Study;62
6.2.3;3.2.3 The Relationship Between Theory and Models;63
6.3;3.3 The Models Produced in This Study;65
6.4;3.4 Francks Modelling Process;67
6.5;3.5 The Nature of Social Mechanisms;70
6.5.1;3.5.1 Contingent and Intentional Causality;71
6.6;3.6 Validation of the Models;74
6.7;3.7 Video Protocol Analysis;76
6.8;3.8 Generalizability of the Theoretical Model;77
6.9;3.9 Interplay Between Data and Theory;78
6.10;3.10 Stratification in the Inquiry Process;79
6.11;3.11 Cycles of Modelling Involved;80
6.11.1;3.11.1 First Cycle of Modelling (Masters Research);82
6.11.2;3.11.2 Second Cycle of Modelling;82
6.11.3;3.11.3 Third Cycle of Modelling;83
6.12;3.12 Conclusion;84
7;4 The Users Model of Composing;86
7.1;4.1 Introduction;86
7.2;4.2 The Property of the Social System;86
7.3;4.3 The Phenomenon of Composing;88
7.3.1;4.3.1 The ''Property of the System'' Involved in Composing;90
7.3.2;4.3.2 The Functions Performed in Composing;90
7.3.3;4.3.3 The Mechanism Involved in Composing;92
7.4;4.4 The Empirical Model of Composing;93
7.4.1;4.4.1 Background to the Formulation of the Model;93
7.4.2;4.4.2 The Concept of a ''User''s Model'';94
7.4.3;4.4.3 The ''Stages of the Writing Process'' Model;95
7.5;4.5 Application of the First Empirical Model;99
7.5.1;4.5.1 Interfacing Composition Software with Word Processors;99
7.5.2;4.5.2 The Issue of Social Context;100
7.5.3;4.5.3 The Lack of a Theoretical Underpinning to the Model;100
7.6;4.6 The Users Model as a Description of Real Life Composing;101
7.7;4.7 Conclusion;102
8;5 Testing Out the Users Model;104
8.1;5.1 Introduction;104
8.2;5.2 The Video Protocol Analysis Method;105
8.2.1;5.2.1 Advantages and Disadvantages of Video Protocols;107
8.2.2;5.2.2 Composing Profile Graphs;108
8.3;5.3 Confirmation of Phases in Composing;109
8.3.1;5.3.1 Description of the Phases;110
8.3.2;5.3.2 Confirmation of the Stages in the Empirical Model;113
8.3.3;5.3.3 The Emerging Picture of Composing;114
8.4;5.4 Key Issues Emerging from the Video Protocols;122
8.5;5.5 The Process Approach;123
8.5.1;5.5.1 Origins and Focus of the Process Approach;123
8.5.2;5.5.2 Relevance of the Process Approach to L1 and L2 Writers;124
8.5.3;5.5.3 Research into Composing Processes;124
8.5.4;5.5.4 The View of Writing Built Up from Process Research;125
8.5.5;5.5.5 The Process Approach to Teaching Composition;125
8.5.6;5.5.6 Criticisms of the Process Approach;126
8.5.7;5.5.7 The Interpersonal Context of the Process Approach;126
8.6;5.6 Approaches Which Set Academic Writing in Its Social Context;127
8.6.1;5.6.1 Writing as the Social Construction of Knowledge;128
8.6.2;5.6.2 The Textual Focus of Social Approaches to Writing;128
8.6.3;5.6.3 The Paradigms Involved in Knowledge Construction;132
8.7;5.7 Modifications Required to the Model;133
8.8;5.8 The Developing View of the Users Model;135
8.9;5.9 Conclusion;136
9;6 The Theoretical Model of Composing;137
9.1;6.1 Introduction;137
9.2;6.2 The Theoretical Model as Primary System;139
9.3;6.3 Reformulation of the Property of the System;139
9.4;6.4 Factors Contributing to the Formulation of the Theoretical Model;139
9.5;6.5 The System of Communicative Functions;145
9.6;6.6 The Theoretical Model as Generalizable Principle;148
9.7;6.7 The Formulation of a Second Empirical Model of Composing;149
9.8;6.8 Validating the Models;152
9.9;6.9 Composing as a Special Case of Communication;154
9.9.1;6.9.1 The Effects of Distancing on the Communicative Functions;154
9.9.2;6.9.2 Types of Distancing Occurring in Communication;156
9.10;6.10 Effects of Crafting on Communication in Written Mode;158
9.11;6.11 The Property of the System of Functions Underpinning Communication;161
9.12;6.12 The Picture of Composing Emerging from the Modelling Process;163
9.13;6.13 Rationale for Current Approaches to the Teaching of Written Composition;164
9.14;6.14 Conclusion;165
10;7 The Explanatory Force of the Models;166
10.1;7.1 Introduction;166
10.2;7.2 The Meaning of Validation in This Study;167
10.3;7.3 Issues Explored in the Video Protocols;168
10.4;7.4 Interpreting Composing Using the Model;170
10.5;7.5 Analysis of Data from the Video Protocols;171
10.6;7.6 The Explanatory Force of the Empirical Model;173
10.6.1;7.6.1 The General Configuration of the Model Confirmed;174
10.6.2;7.6.2 Previous Exceptions Accommodated by the New Model;177
10.6.3;7.6.3 The Influence of Extra-Systemic Factors on Composing;178
10.6.4;7.6.4 Intra-systemic Variation in Composing;184
10.6.5;7.6.5 Diagnosis of Problems Experienced by Writers;187
10.7;7.7 Conclusion;189
11;8 The Writing Tutor Program;190
11.1;8.1 Introduction;190
11.2;8.2 The Aim of Developing the Writing Tutor Program;190
11.3;8.3 The Process-Based Writing Tutor Program Developed in This Study;191
11.4;8.4 The Production of the Writing Tutor Program;192
11.5;8.5 Design Principles and Specifications;193
11.6;8.6 Basic Programming Specifications;194
11.7;8.7 The Theoretical Model and Educational Program Design;195
11.7.1;8.7.1 Contextualising Learning in Course Design;195
11.7.2;8.7.2 Ideational Content in Course Design;195
11.7.3;8.7.3 Interactive Aspects of Course Design;196
11.7.4;8.7.4 Social Aspects of Course Design;196
11.7.5;8.7.5 Reflexive Aspects of Course Design;197
11.8;8.8 Computer Human Interface Aspects of the Writing Tutor Program;197
11.9;8.9 The Prototype Writing Tutor Program;198
11.10;8.10 Design Features of the Completed Prototype;200
11.10.1;8.10.1 General Operating Principles;200
11.10.2;8.10.2 Translating the Stages of Composing into Menu Items;200
11.10.3;8.10.3 Prompts and Screen Displays;203
11.10.4;8.10.4 Other Main Menu Items;203
11.10.5;8.10.5 Customising the Program to Suit Various Contexts;204
11.11;8.11 Anticipated Program Enhancements;205
11.12;8.12 User Response to the Writing Tutor Program;206
11.12.1;8.12.1 Some Overall Impressions from Student Users;206
11.12.2;8.12.2 Improvements Suggested by Students;209
11.13;8.13 Conclusion;210
12;Conclusion;211
12.1;8.1 The Extent to Which the Aims Were Achieved;211
12.1.1;The Description of Writing Unfolding in the Course of the Modelling;211
12.1.2;The Modelling Process As Contributing to the Description of Writing;213
12.1.3;The Models Formulated;215
12.1.4;The Practical Application of the Modelling in the Creation of a Computerised Writing Program;217
12.2;Further Applications and Developments;218
12.2.1;The Use of the Theoretical Model as Generalizable Principle in Social Science;218
12.2.2;The Representation of the Theoretical Model as a Mathematical Formula;219
12.2.3;A Study of How the Composing (or Communicative Functions) are Encoded in the Text;219
12.2.4;Use of the Second Empirical Model to Analyse Composing in Different Genres;219
12.2.5;Analysis of Composing Carried Out Primarily on Computer;219
12.2.6;Testing Out of the Writing Tutor Program;220
12.2.7;The Development and Testing Out of Specialist Versions of the Writing Tutor Program;220
12.2.8;Development of Other Tutors Based on the ''Floating Menu Bar'' Principle;220
12.3;Reflection on the Inquiry Process;221
13;Glossary;222
14;Bibliography;229
15;Index;239