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LINGUIST List 16.1522

Thu May 12 2005

Diss: Applied Ling: Lindgren: 'Writing and Revising ...'

Editor for this issue: Takako Matsui <takolinguistlist.org>

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        1.    Takako Matsui, Writing and Revising: Didactic and Methodological Implications of Keystroke Logging

Message 1: Writing and Revising: Didactic and Methodological Implications of Keystroke Logging
Date: 12-May-2005
From: Takako Matsui <takolinguistlist.org>
Subject: Writing and Revising: Didactic and Methodological Implications of Keystroke Logging

Institution: UmeƄ University
Program: English Linguistics
Dissertation Status: Completed
Degree Date: 2005

Author: Eva Lindgren

Dissertation Title: Writing and Revising: Didactic and Methodological
Implications of Keystroke Logging

Dissertation URL: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-534

Linguistic Field(s): Applied Linguistics

Dissertation Director(s):
Patricia Poussa
Kirk P. H. Sullivan

Dissertation Abstract:

Keystroke logging records keyboard activity during writing. Time and position of
all keystrokes are stored in a log file, which facilitates detailed analysis of
all pauses, revisions and movements undertaken during writing. Keystroke logging
further includes a replay function, which can be used as a tool for reflection
and analysis of the writing process. During writing, writers continuously plan,
transcribe, read, and revise in order to create a text that meets with their
goals and intentions for the text. These activities both interact and trigger
one another.

This thesis includes studies in which keystroke recordings are used as bases for
visualisation of and reflection on the cognitive processes that underlie
writing. The keystroke logging methodology is coupled with Geographical
information systems (GIS) and stimulated recall in order to enhance the
understanding of keystroke logged data as representations of interacting
cognitive activities during writing. Particular attention is paid to writing
revision and a taxonomy for analysis of on-line revision is proposed. In the
taxonomy, revisions made at the point of inscription are introduced as
'pre-contextual' revisions, and highlighted as potential windows on cognitive
processing during transcription. The function of pre-contextual revisions as
revisions of form and concepts was ascertained in an empirical study, which also
showed that 13-year-old writers revised more form and concepts at the point of
inscription when they wrote in English as a foreign language (EFL) than in
Swedish as a first language (L1).

In this thesis, a learning method, Peer-based intervention (PBI), is introduced
and examined through case studies and statistical analysis. PBI is based on
theories about cognitive capacity, noticing, individual-based learning and
social interaction. In PBI, the keystroke-logging replay facility is used as a
tool for reflection on and discussion of keystroke logged data, i.e.
representations of cognitive processes active during writing. In the studies
presented in this thesis, teen-aged and adult writers' texts, written before and
after PBI, were analysed according to text quality and revision. Descriptive and
argumentative texts in both L1 and EFL were included in the studies. The results
showed that PBI raised adult and teen-aged writers' awareness of linguistic and
extra-linguistic features, and that the effect varied across levels of learner
ability, text type and language.

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