Use the dual-process model to inform the teaching and development of writing¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article states that it "concludes with a discussion of the implications for writing research and the teaching and development of writing", positioning the dual-process model as a basis for writing instruction. Teaching and development of writing should, on this account, engage both the knowledge-constituting and knowledge-transforming processes, since "both processes are required for effective writing". The supplied text indicates the implications are discussed rather than specifying concrete classroom activities.

Design Implications¶

Context¶

Requirements¶

• Instruction must address both proposed processes, because the model holds that "both processes are required for effective writing".

Constraints¶

Target Learners¶

• student writers

Target Learning Goals¶

• writing development
• effective writing

Affordances¶

• Dual Process Model Writing Content Generation

Claims¶

• Both knowledge-constituting and knowledge-transforming processes are required for effective writing [+W]
• The contrast between implicit and explicit organization is the source of a fundamental conflict in writing [+W]
• A knowledge-constituting process synthesizes writing content from constraints within semantic memory [+W]
• A knowledge-transforming process manipulates episodic-memory content in working memory to satisfy rhetorical goals [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Galbraith, D., & Baaijen, V. M. (2018). The Work of Writing: Raiding the Inarticulate. Educational psychologist, 53(4), 238-257. https://doi.org/10.1080/00461520.2018.1505515