Handbook of Writing Research

By Charles A. MacArthur; Steve Graham et al. | Go to book overview

Subject Index
Academic history, 38
Academic literacy practice, writing as, 242–243
Accountability tests and word processing, 250
Achievement goal orientations, 164
Action-line structure, 389–392
Activity theory
as framework for understanding context of writing, 28, 35–39
Leont'ev and, 55–56
Adjacent agreement as criterion for reliability, 404–405
AES. See Automated essay scoring (AES) systems
"Affordances," 369
African American vernacular English (AAVE), 297, 300
Age
text structuring and, 395–396
writing skills, computers, and, 104
Alphabetic principle, 91
American Educational Research Association, 16, 22
Analysis of change, 376–377
Analytic tools, 6–7
Analytic writing, 238, 239–240
Answering study questions, 239
Antidominant discourse of assessment, 420
Anxiety and self-efficacy beliefs, 162
Apprenticeships, sociocognitive, 209– 211
Argument, explicit instruction of, 301, 304
Argument structure, 35
Articulatory rehearsal process, 29–31
Assessment
context and, 427–428
cultural diversity and, 302–304
developmental neuropsychological perspective and, 106, 109
direct writing, 418, 427
as efficient, objective, and reliable, 422–424
framing of problem and, 428–430
grammar and, 263–264
as ideologically neutral, 421–422
as progress, 419–421
of reading comprehension, 177–178
reliability and validity of, 424– 426, 430
self-assessment, 226–227, 228
of self-efficacy beliefs, 160–162
succession of technologies in, 424, 425
techno-history of, 417–419
trait rubric for, 405
See also Automated essay scoring (AES) systems
Audience
cognitive models of writing and, 20
computerized grading and, 424
level of knowledge of, 224–225
planning and, 117
revision processes and, 125–126
Automated essay scoring (AES) systems
computerized adaptive testing compared to, 414
directions for, 411–412, 414–415
e-rater v.2.0, 407–409
feedback about organizational coherence from, 412–413
free text evaluation for content material from, 413–414
history of, 403
Intelligent Essay Assessor, 410–411
IntelliMetric, 409–410
overview of, 252–253, 403–404
Project Essay Grade (PEG), 403, 406–407
reliability of, 404–405
validity of, 405–406
Automaticity effects
dual-task interference and, 70
overcoming processing constraints and, 74–75
Automatic processing
brain imaging studies and, 102– 103
in motor learning, 100
Average posterior probabilities, 380
Baby Einstein Library of CDs, 104
Bakhtinian tradition, 56
Basso, Keith, 363
Bayesian Essay Test Scoring sYstem (BETSY), 411, 412
Bayesian information criterion (BIC), 379–380
Behavioral process clause, 271
Behavioral self-regulation, 150–151
Beliefs
"blank slate," 107
gender-stereotypical, 165–166
self-concept, 163–164
See also Self-efficacy beliefs
Blackburn, Mollie, 367–368
Black English vernacular, 265
"Blank slate" beliefs, 107
Book clubs, 302
Book reading, as cultural practice, 84
Bottleneck model of dual-task interference, 71, 74, 437
Brain imaging studies
automatic versus nonautomatic processes in motor learning, 100
cross-code integration, 99–100
motor codes and, 99
orthographic codes and, 99
overview of, 96, 98, 103
spelling and, 100–101
word generation and, 101–102
working memory, cross-temporal contingencies in nonlinear, multidimensional time, and automatic processing, 102–103
writing centers and, 98–99
See also Neuroimaging techniques
Brain–mind–behavior triangle, 96, 97
Britton, James, 11–12, 13, 235
Brodkey, Linda, 365
Brooklyn College of the City University of New York, 15–16
Bruffee, Kenneth, 15–16
Cambridge Cognitive Revolution, 13– 14
Capacity of short-term memory (STM), 71–72
Carnegie Mellon school of cognitive rhetoric, 11
Case study methodology, 361, 362
Causal relation between process and
quality of product, 51

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