Table of Contents
Part 1. The Cognitive Tradition in Writing Research. J.R. Hayes, My Past and Present as Writing Researcher and Thoughts about the Future of Writing Research. M. Fayol, Cognitive Processes of Children and Adults in Translating Thought into Written Language in Real Time: Perspectives from 30 Years of Programmatic Cognitive Psychology and Linguistics Research. P. Boscolo, Teacher-Based Writing Research. Part 2. The Socio-Cultural Plus Cognitive Traditions in Writing Research. C. Bazerman, Writing, Cognition, and Affect from the Perspectives of Socio- Cultural and Historical Studies of Writing. C. Beaudet, R. Graves, B. Labasse, Writing Under the Influence (of the Writing Process). P. Klein, T. Leacock, Distributed Cognition as a Framework for Understanding Writing. C. Gelati, Role of Gender Differences and Interest Factors in Writing: Female Superiority and Gender Similarity Effects. Part 3. The Changing Nature of Teaching, Learning, and Assessing Writing across the Life Span: K-12, Adolescence, Higher Education, and Work World. S. Graham, K.R. Harris, The Role of Strategies, Knowledge, Will, and Skills in a 30 Year Program of Writing Research. D. McCutchen, Phonological, Orthographic, and Morphological Word-Level Supporting Multiple Levels of the Writing Process. V. Connelly, J.E. Dockrell, A.L. Barnett, Children Challenged by Writing Due to Language and Motor Difficulties. D. Myhill, The Ordeal of Deliberate Choice: Metalinguistic Development in Secondary Writers. K. Schriver, What We Know about Expertise in Professional Communication. Part 4. Levels of Language Processes in Writing: Word, Sentence, and Text. P. Bonin, S. Roux, C. Barry, Translating Nonverbal Pictures into Verbal Word Names: Understanding Lexical Access and Retrieval. S. Pacton, H. Deacon, G. Borchardt, J. Danjon, M. Fayol, Are Writing Researchers Taking into Account Graphotactic and Morphological Regularities in Examining Spelling Acquisition? B. Arfé, B. De Bernardi, M. Pasini, F. Poeta, Toward a Re-Definition of Spelling in Shallow Orthographies: Phonological, Lexical, and Grammatical Skills in Learning to Spell Italian. R.A. Alves, M. Branco, S.L. Castro, T. Olive, Effects of Handwriting Skill, Output Modes, and Gender on Fourth Graders' Pauses, Language Bursts, Fluency, and Quality. M. Torrance, G. Nottbusch, Written Production of Single Words and Simple Sentences. A. Mazur-Palandre, M. Fayol, H. Jisa, Information Flow across Modalities and Text Types. Part 5. Cognitive Processes in Writing. D. Alamargot, C. Leuwers, G. Caporossi, V. Pontart, K. O’Brien-Ramirez, A. Pagan, D. Chesnet, M. Fayol, Eye Tracking Data during Written Recall: Clues to Subject-Verb Agreement Processing during Translation. C. MacArthur, Evaluation and Revision. T. Olive, Working Memory in Writing. Part 6. Applications of Technology to Studying and Teaching Writing. L. Van Waes, M. Leijten, Å. Wengelin, E. Lindgren, Logging Tools to Study Digital Writing Processes. Part 7. Emerging Cognitive Neuroscience of Writing. V. Berninger, T. Richards, The Writing Brain: Coordinating Sensory/Motor, Language, and Cognitive Systems in Working Memory. Visions of the Future of Writing Research: Perspectives from the New Generation of Writing Researchers and Contemporary Leaders. D. Alamargot, L. Chanquoy, Through the Models of Writing: Ten Years After and Vision for the Future. B. Arfé, Looking into the Text Generation Box with Vision for Future Writing Research. G. Rijlaarsdam, A. van den Bergh, Research Agendas for Moving the Writing Field Forward! P. Rogers, Evolving Integration and Differentiation in Cognitive and Socio-Cultural-Historical Writing Research. R. Alves, The Future Is Bright for Writing Research.