Writing Hypertexts: Proposed effects on writing processes and knowledge acquisition
| Autor: | Tanja Janssen, Gert Rijlaarsdam, Martine Braaksma |
|---|---|
| Přispěvatelé: | Instituut voor de Lerarenopleiding (tot 2012) |
| Rok vydání: | 2017 |
| Předmět: |
Structure (mathematical logic)
Linguistics and Language Communication Literature and Literary Theory Computer science business.industry Process (engineering) First language 05 social sciences Perspective (graphical) 050301 education Knowledge acquisition Language and Linguistics Education law.invention law ComputingMethodologies_DOCUMENTANDTEXTPROCESSING Mathematics education 0501 psychology and cognitive sciences Hypertext Think aloud protocol Set (psychology) business 0503 education 050104 developmental & child psychology |
| Zdroj: | L1 Educational Studies in Language and Literature, 7(4), 93-122. Kluwer Academic Publishers |
| ISSN: | 1573-1731 1578-6617 1567-6617 |
| DOI: | 10.17239/l1esll-2007.07.04.06 |
| Popis: | In this paper we propose that hypertext writing at school could have beneficial effects on the acquisition of content knowledge and the acquisition of writing skills compared to linear writing. We view the effects of hypertext writing on writing skills from the perspective of “shared” cognitive activities in writing linear texts and hypertexts. In a pilot study we examined the effects of hypertext writing on writing processes and we related the occurrence of writing processes to the quality of the resulting writing products. We set up this study to identify students’ cognitive activities during hypertext and linear writing. We also tried to determine whether hypertext writing could facilitate linear writing. We focused on the most central, distinctive features of linear and hypertext writing. For linear writing, this is a linearization process: i.e., transforming elements of content into linear text. For hypertext writing, this is a hierarchicalization process: converting a linearly presented line of thought into a hierarchical structure. Students (N=123) from Grades 8 and 9 performed two linearization tasks and two hierarchicalization tasks under think aloud conditions. Results showed that Planning and Analyzing activities contributed to the final quality of hypertexts and linear texts, and that these activities were more often elicited in hypertext tasks than in linear writing. We argue that writing hypertexts stimulates the use of writing activities that are positively related to writing proficiency. Moreover, we speculate that creating hypertext writing conditions and optimizing these conditions for different writer/learner styles might be a theoretical and practical challenge for mother tongue teaching. |
| Databáze: | OpenAIRE |
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