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Children's patterns of composition and their reflections on their composing processes

机译：儿童的构图模式及其对构图过程的思考

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摘要

This article reports on an Economic and Social Research Council-funded study into secondary-aged writers' compositional processes, both as observed in a naturalistic classroom setting and as gathered through post hoc reflections. The sample comprised 38 children drawn from Year 9 and Year 11 who were observed, using an annotated timeline, responding to a writing task in the classroom and were subsequently interviewed, using stimulated recall. The initial analysis of the pause and writing patterns observed during the writing task revealed different writing profiles for different writers, and subsequent analysis suggests tentatively that writers of different proficiency may present differing writing profiles. These patterns of composition are then illustrated further through use of the interview data, indicating the writers' awareness of their own composing processes. Finally, the article considers the pedagogic and theoretical implications of these findings, in particular the need for further confirmatory research.
机译：本文报道了经济及社会研究理事会资助的有关中年作家组成过程的研究，既可以在自然主义的课堂环境中进行观察，也可以通过事后反思来收集。样本包括38位来自9年级和11年级的儿童，他们使用带注释的时间轴观察了教室中的写作任务，然后通过刺激的回忆对他们进行了访谈。对写作过程中观察到的停顿和写作模式的初步分析揭示了不同作家的写作特征，随后的分析初步表明，不同熟练程度的作家可能会表现出不同的写作特征。然后，通过使用访谈数据进一步说明这些构图模式，表明作者对自己的构图过程的意识。最后，本文考虑了这些发现的教学和理论意义，特别是需要进行进一步的验证性研究。

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