Modelling written communication : a new systems approach to modelling in the social sciences /

Modelling written communication : a new systems approach to modelling in the social sciences /

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Bibliographic Details
Author / Creator:Pratt, Deirdre.
Imprint:Dordrecht : Springer, c2011.
Description:1 online resource (xxv, 225 p.) : ill. (some col.)
Language:English
Series:Methodos series ; v. 8
Methodos series ; v. 8.
Subject:
Written communication -- Social aspects.
Written communication -- Social aspects.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/8897079
Hidden Bibliographic Details
Other title:SpringerLink (E-books)
ISBN:9048198429
9789048198429
9048198437 (electronic bk.)
9789048198436 (electronic bk.)
Notes:Includes bibliographical references (p. 213-222) and index.
Description based on print version record.
Other form:Print version: Pratt, Deirdre. Modelling written communication. Dordrecht ; New York : Springer Verlag 2011 9789048198429
Table of Contents:
  • 1. Review of Composition Software
  • 1.1. Introduction
  • 1.2. General Principles for Using Computers in Writing Instruction
  • 1.3. The Need to Consult Educational Goals and Methods
  • 1.4. Categories of Writing Tutor Programs Currently Available
  • 1.4.1. Conferencing-Type Tutors
  • 1.4.2. Tutors Based on Text-Analysis
  • 1.4.3. Tutors Based on Heuristics or Invention Strategies
  • 1.4.4. Text or Revision Tools
  • 1.4.5. Organisers
  • 1.4.6. Process-Based Tutors
  • 1.5. Features of a Versatile Writing Tutor Program
  • 1.6. Conclusion
  • 2. Critical Realism
  • 2.1. Introduction
  • 2.2. Overview of Critical Realism
  • 2.3. Critical Realism as Investigative Orientation
  • 2.4. Criticisms of Critical Realism
  • 2.5. Fallacies in Critical Realism
  • 2.5.1. The Epistemic/Linguistic Fallacy
  • 2.5.2. The Theory-Determinant Fallacy
  • 2.6. Critical Realism and Literacy
  • 2.7. Critical Realism and Composition
  • 2.8. The Nature of the "User's Model" of Composing
  • 2.9. Use of the Term "Discourse" in This Study
  • 2.10. Conclusion
  • 3. The Modelling Process
  • 3.1. Introduction
  • 3.2. The Nature of Theory
  • 3.2.1. The Relationship Between Theory and Practice
  • 3.2.2. The Use of Theory in This Study
  • 3.2.3. The Relationship Between Theory and Models
  • 3.3. The Models Produced in This Study
  • 3.4. Franck's Modelling Process
  • 3.5. The Nature of Social Mechanisms
  • 3.5.1. Contingent and Intentional Causality
  • 3.6. Validation of the Models
  • 3.7. Video Protocol Analysis
  • 3.8. Generalizability of the Theoretical Model
  • 3.9. Interplay Between Data and Theory
  • 3.10. Stratification in the Inquiry Process
  • 3.11. Cycles of Modelling Involved
  • 3.11.1. First Cycle of Modelling (Masters Research)
  • 3.11.2. Second Cycle of Modelling
  • 3.11.3. Third Cycle of Modelling
  • 3.12. Conclusion
  • 4. The User's Model of Composing
  • 4.1. Introduction
  • 4.2. The Property of the Social System
  • 4.3. The Phenomenon of Composing
  • 4.3.1. The "Property of the System" Involved in Composing
  • 4.3.2. The Functions Performed in Composing
  • 4.3.3. The Mechanism Involved in Composing
  • 4.4. The Empirical Model of Composing
  • 4.4.1. Background to the Formulation of the Model
  • 4.4.2. The Concept of a "User's Model"
  • 4.4.3. The "Stages of the Writing Process" Model
  • 4.5. Application of the First Empirical Model
  • 4.5.1. Interfacing Composition Software with Word Processors
  • 4.5.2. The Issue of Social Context
  • 4.5.3. The Lack of a Theoretical Underpinning to the Model
  • 4.6. The User's Model as a Description of Real Life Composing
  • 4.7. Conclusion
  • 5. Testing Out the User's Model
  • 5.1. Introduction
  • 5.2. The Video Protocol Analysis Method
  • 5.2.1. Advantages and Disadvantages of Video Protocols
  • 5.2.2. Composing Profile Graphs
  • 5.3. Confirmation of Phases in Composing
  • 5.3.1. Description of the Phases
  • 5.3.2. Confirmation of the Stages in the Empirical Model
  • 5.3.3. The Emerging Picture of Composing
  • 5.4. Key Issues Emerging from the Video Protocols
  • 5.5. The Process Approach
  • 5.5.1. Origins and Focus of the Process Approach
  • 5.5.2. Relevance of the Process Approach to L1 and L2 Writers
  • 5.5.3. Research into Composing Processes
  • 5.5.4. The View of Writing Built Up from Process Research
  • 5.5.5. The Process Approach to Teaching Composition
  • 5.5.6. Criticisms of the Process Approach
  • 5.5.7. The Interpersonal Context of the Process Approach
  • 5.6. Approaches Which Set Academic Writing in Its Social Context
  • 5.6.1. Writing as the Social Construction of Knowledge
  • 5.6.2. The Textual Focus of Social Approaches to Writing
  • 5.6.3. The Paradigms Involved in Knowledge Construction
  • 5.7. Modifications Required to the Model
  • 5.8. The Developing View of the User's Model
  • 5.9. Conclusion
  • 6. The Theoretical Model of Composing
  • 6.1. Introduction
  • 6.2. The Theoretical Model as Primary System
  • 6.3. Reformulation of the Property of the System
  • 6.4. Factors Contributing to the Formulation of the Theoretical Model
  • 6.5. The System of Communicative Functions
  • 6.6. The Theoretical Model as Generalizable Principle
  • 6.7. The Formulation of a Second Empirical Model of Composing
  • 6.8. Validating the Models
  • 6.9. Composing as a Special Case of Communication
  • 6.9.1. The Effects of Distancing on the Communicative Functions
  • 6.9.2. Types of Distancing Occurring in Communication
  • 6.10. Effects of Crafting on Communication in Written Mode
  • 6.11. The Property of the System of Functions Underpinning Communication
  • 6.12. The Picture of Composing Emerging from the Modelling Process
  • 6.13. Rationale for Current Approaches to the Teaching of Written Composition
  • 6.14. Conclusion
  • 7. The Explanatory Force of the Models
  • 7.1. Introduction
  • 7.2. The Meaning of "Validation" in This Study
  • 7.3. Issues Explored in the Video Protocols
  • 7.4. Interpreting Composing Using the Model
  • 7.5. Analysis of Data from the Video Protocols
  • 7.6. The Explanatory Force of the Empirical Model
  • 7.6.1. The General Configuration of the Model Confirmed
  • 7.6.2. Previous Exceptions Accommodated by the New Model
  • 7.6.3. The Influence of Extra-Systemic Factors on Composing
  • 7.6.4. Intra-systemic Variation in Composing
  • 7.6.5. Diagnosis of Problems Experienced by Writers
  • 7.7. Conclusion
  • 8. The Writing Tutor Program
  • 8.1. Introduction
  • 8.2. The Aim of Developing the Writing Tutor Program
  • 8.3. The Process-Based Writing Tutor Program Developed in This Study
  • 8.4. The Production of the Writing Tutor Program
  • 8.5. Design Principles and Specifications
  • 8.6. Basic Programming Specifications
  • 8.7. The Theoretical Model and Educational Program Design
  • 8.7.1. Contextualising Learning in Course Design
  • 8.7.2. Ideational Content in Course Design
  • 8.7.3. Interactive Aspects of Course Design
  • 8.7.4. Social Aspects of Course Design
  • 8.7.5. Reflexive Aspects of Course Design
  • 8.8. Computer Human Interface Aspects of the Writing Tutor Program
  • 8.9. The Prototype Writing Tutor Program
  • 8.10. Design Features of the Completed Prototype
  • 8.10.1. General Operating Principles
  • 8.10.2. Translating the Stages of Composing into Menu Items
  • 8.10.3. Prompts and Screen Displays
  • 8.10.4. Other Main Menu Items
  • 8.10.5. Customising the Program to Suit Various Contexts
  • 8.11. Anticipated Program Enhancements
  • 8.12. User Response to the Writing Tutor Program
  • 8.12.1. Some Overall Impressions from Student Users
  • 8.12.2. Improvements Suggested by Students
  • 8.13. Conclusion
  • Conclusion
  • Glossary
  • Bibliography
  • Index

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