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Psycholinguistic Foundations of the Writing Process
Colette A. Daiute
Research in the Teaching of English
Vol. 15, No. 1 (Feb., 1981), pp. 5-22
Published by: National Council of Teachers of English
Stable URL: http://www.jstor.org/stable/40170866
Page Count: 18
You can always find the topics here!Topics: Grammatical clauses, Sentences, Memory, Writing, Words, Grammatical modifiers, Verbs, Nouns, Syntax, Sentence structure
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This paper presents a rationale for studying psycholinguistic aspects of the writing process and outlines a model of writing, based on a psycholinguistic model of talking. An analytic study of 450 syntax errors written by college students served as evidence to test the plausibility of the writing model. These errors conform to a taxonomy of 12 apparently different types of syntax problems. Analysis of the words, clauses, and syntactic structures of the errors suggests that natural short-term memory limits constrain writers as they compose multi-clause sentences. The investigation of errors demonstrates the usefulness of studying writing as derivative of normal speaking processes. Such a view offers researchers and teachers a theoretically based understanding of how psychological factors affect writers.
Research in the Teaching of English © 1981 National Council of Teachers of English