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Modelling Written Communication: A New Systems Approach to Modelling in the Social Sciences [Kõva köide]

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  • Formaat: Hardback, 226 pages, kõrgus x laius: 235x155 mm, kaal: 593 g, XXVI, 226 p., 1 Hardback
  • Sari: Methodos Series 8
  • Ilmumisaeg: 20-Jan-2011
  • Kirjastus: Springer
  • ISBN-10: 9048198429
  • ISBN-13: 9789048198429
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Modelling Written Communication: A New Systems Approach to Modelling in the Social SciencesSuurem pilt
  • Formaat: Hardback, 226 pages, kõrgus x laius: 235x155 mm, kaal: 593 g, XXVI, 226 p., 1 Hardback
  • Sari: Methodos Series 8
  • Ilmumisaeg: 20-Jan-2011
  • Kirjastus: Springer
  • ISBN-10: 9048198429
  • ISBN-13: 9789048198429
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9789048198429.html
Märksõnad:
This book offers an alternative view to current postmodern approaches to composition. It takes a critical realist stance to arrive at the "essence" of written communication with the aim of informing a practical application: a computerised  writing tutor. Following Robert Franck's seminal work on modelling, a theoretical model of writing was first formulated, consisting of an architecture of functions which constitute the prerequisites for effective communication. Next, an applied model - a composing algorithm with an input option - was developed, showing composing to be a systemic social process with intra- and extra-systemic variation. The algorithm provided the design template for a writing tutor program which models for the learner both the systemic and the socially situated nature of writing. This book establishes composing as a communicative interaction, and shows the essential dynamism of writing, while offering an exemplar of a systems approach to modelling in the social sciences.

This book offers an alternative view to current postmodern approaches to composition. It takes a critical realist stance to arrive at the essence of written communication with the aim to inform a practical application: a computerized writing tutor.
1 Review of Composition Software
1(14)
1.1 Introduction
1(1)
1.2 General Principles for Using Computers in Writing Instruction
1(1)
1.3 The Need to Consult Educational Goals and Methods
2(3)
1.4 Categories of Writing Tutor Programs Currently Available
5(7)
1.4.1 Conferencing-Type Tutors
7(1)
1.4.2 Tutors Based on Text-Analysis
7(1)
1.4.3 Tutors Based on Heuristics or Invention Strategies
7(1)
1.4.4 Text or Revision Tools
7(1)
1.4.5 Organisers
8(1)
1.4.6 Process-Based Tutors
8(4)
1.5 Features of a Versatile Writing Tutor Program
12(1)
1.6 Conclusion
13(2)
2 Critical Realism
15(22)
2.1 Introduction
15(1)
2.2 Overview of Critical Realism
15(2)
2.3 Critical Realism as Investigative Orientation
17(3)
2.4 Criticisms of Critical Realism
20(2)
2.5 Fallacies in Critical Realism
22(2)
2.5.1 The Epistemic/Linguistic Fallacy
22(1)
2.5.2 The Theory-Determinant Fallacy
23(1)
2.6 Critical Realism and Literacy
24(3)
2.7 Critical Realism and Composition
27(3)
2.8 The Nature of the "User's Model" of Composing
30(1)
2.9 Use of the Term "Discourse" in This Study
31(3)
2.10 Conclusion
34(3)
3 The Modelling Process
37(28)
3.1 Introduction
37(1)
3.2 The Nature of Theory
37(6)
3.2.1 The Relationship Between Theory and Practice
39(1)
3.2.2 The Use of Theory in This Study
40(1)
3.2.3 The Relationship Between Theory and Models
41(2)
3.3 The Models Produced in This Study
43(2)
3.4 Franck's Modelling Process
45(3)
3.5 The Nature of Social Mechanisms
48(4)
3.5.1 Contingent and Intentional Causality
49(3)
3.6 Validation of the Models
52(2)
3.7 Video Protocol Analysis
54(1)
3.8 Generalizability of the Theoretical Model
55(1)
3.9 Interplay Between Data and Theory
56(1)
3.10 Stratification in the Inquiry Process
57(1)
3.11 Cycles of Modelling Involved
58(4)
3.11.1 First Cycle of Modelling (Masters Research)
60(1)
3.11.2 Second Cycle of Modelling
60(1)
3.11.3 Third Cycle of Modelling
61(1)
3.12 Conclusion
62(3)
4 The User's Model of Composing
65(18)
4.1 Introduction
65(1)
4.2 The Property of the Social System
65(2)
4.3 The Phenomenon of Composing
67(5)
4.3.1 The "Property of the System" Involved in Composing
69(1)
4.3.2 The Functions Performed in Composing
69(2)
4.3.3 The Mechanism Involved in Composing
71(1)
4.4 The Empirical Model of Composing
72(6)
4.4.1 Background to the Formulation of the Model
72(1)
4.4.2 The Concept of a "User's Model"
73(1)
4.4.3 The "Stages of the Writing Process" Model
74(4)
4.5 Application of the First Empirical Model
78(2)
4.5.1 Interfacing Composition Software with Word Processors
78(1)
4.5.2 The Issue of Social Context
79(1)
4.5.3 The Lack of a Theoretical Underpinning to the Model
79(1)
4.6 The User's Model as a Description of Real Life Composing
80(1)
4.7 Conclusion
81(2)
5 Testing Out the User's Model
83(34)
5.1 Introduction
83(1)
5.2 The Video Protocol Analysis Method
84(4)
5.2.1 Advantages and Disadvantages of Video Protocols
86(1)
5.2.2 Composing Profile Graphs
87(1)
5.3 Confirmation of Phases in Composing
88(13)
5.3.1 Description of the Phases
89(3)
5.3.2 Confirmation of the Stages in the Empirical Model
92(1)
5.3.3 The Emerging Picture of Composing
93(8)
5.4 Key Issues Emerging from the Video Protocols
101(1)
5.5 The Process Approach
102(4)
5.5.1 Origins and Focus of the Process Approach
102(1)
5.5.2 Relevance of the Process Approach to L1 and L2 Writers
103(1)
5.5.3 Research into Composing Processes
103(1)
5.5.4 The View of Writing Built Up from Process Research
104(1)
5.5.5 The Process Approach to Teaching Composition
104(1)
5.5.6 Criticisms of the Process Approach
105(1)
5.5.7 The Interpersonal Context of the Process Approach
105(1)
5.6 Approaches Which Set Academic Writing in Its Social Context
106(6)
5.6.1 Writing as the Social Construction of Knowledge
107(1)
5.6.2 The Textual Focus of Social Approaches to Writing
107(4)
5.6.3 The Paradigms Involved in Knowledge Construction
111(1)
5.7 Modifications Required to the Model
112(2)
5.8 The Developing View of the User's Model
114(1)
5.9 Conclusion
115(2)
6 The Theoretical Model of Composing
117(30)
6.1 Introduction
117(1)
6.2 The Theoretical Model as Primary System
117(2)
6.3 Reformulation of the Property of the System
119(1)
6.4 Factors Contributing to the Formulation of the Theoretical Model
119(6)
6.5 The System of Communicative Functions
125(3)
6.6 The Theoretical Model as Generalizable Principle
128(1)
6.7 The Formulation of a Second Empirical Model of Composing
129(3)
6.8 Validating the Models
132(2)
6.9 Composing as a Special Case of Communication
134(4)
6.9.1 The Effects of Distancing on the Communicative Functions
134(2)
6.9.2 Types of Distancing Occurring in Communication
136(2)
6.10 Effects of Crafting on Communication in Written Mode
138(3)
6.11 The Property of the System of Functions Underpinning Communication
141(2)
6.12 The Picture of Composing Emerging from the Modelling Process
143(1)
6.13 Rationale for Current Approaches to the Teaching of Written Composition
144(1)
6.14 Conclusion
145(2)
7 The Explanatory Force of the Models
147(24)
7.1 Introduction
147(1)
7.2 The Meaning of "Validation" in This Study
148(1)
7.3 Issues Explored in the Video Protocols
149(2)
7.4 Interpreting Composing Using the Model
151(1)
7.5 Analysis of Data from the Video Protocols
152(2)
7.6 The Explanatory Force of the Empirical Model
154(16)
7.6.1 The General Configuration of the Model Confirmed
155(3)
7.6.2 Previous Exceptions Accommodated by the New Model
158(1)
7.6.3 The Influence of Extra-Systemic Factors on Composing
159(6)
7.6.4 Intra-systemic Variation in Composing
165(3)
7.6.5 Diagnosis of Problems Experienced by Writers
168(2)
7.7 Conclusion
170(1)
8 The Writing Tutor Program
171(22)
8.1 Introduction
171(1)
8.2 The Aim of Developing the Writing Tutor Program
171(1)
8.3 The Process-Based Writing Tutor Program Developed in This Study
172(1)
8.4 The Production of the Writing Tutor Program
173(1)
8.5 Design Principles and Specifications
174(1)
8.6 Basic Programming Specifications
175(1)
8.7 The Theoretical Model and Educational Program Design
176(2)
8.7.1 Contextualising Learning in Course Design
176(1)
8.7.2 Ideational Content in Course Design
176(1)
8.7.3 Interactive Aspects of Course Design
177(1)
8.7.4 Social Aspects of Course Design
177(1)
8.7.5 Reflexive Aspects of Course Design
178(1)
8.8 Computer Human Interface Aspects of the Writing Tutor Program
178(1)
8.9 The Prototype Writing Tutor Program
179(2)
8.10 Design Features of the Completed Prototype
181(5)
8.10.1 General Operating Principles
181(1)
8.10.2 Translating the Stages of Composing into Menu Items
181(3)
8.10.3 Prompts and Screen Displays
184(1)
8.10.4 Other Main Menu Items
184(1)
8.10.5 Customising the Program to Suit Various Contexts
185(1)
8.11 Anticipated Program Enhancements
186(1)
8.12 User Response to the Writing Tutor Program
187(4)
8.12.1 Some Overall Impressions from Student Users
187(3)
8.12.2 Improvements Suggested by Students
190(1)
8.13 Conclusion
191(2)
Conclusion 193(12)
Glossary 205(8)
Bibliography 213(10)
Index 223