Relevant bibliographies by topics / Cognitive writing strategies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Cognitive writing strategies'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Cognitive writing strategies"

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SETHURAMAN, Mekala, and Geetha RADHAKRISHNAN. "Promoting Cognitive Strategies in Second Language Writing." Eurasian Journal of Educational Research 20, no. 88 (2020): 1–17. http://dx.doi.org/10.14689/ejer.2020.88.5.

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Alahdad, Siti Nurfiza Abdul, Norasiah Yunus, Ainul Rasyiqah Sazali, et al. "Exploring the Relationship of All Strategies in Writing." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 3255–66. https://doi.org/10.47772/ijriss.2025.90400235.

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Writing skills are vital in higher education for preparing students for the professional world. Although writing is a challenging task that requires careful planning and thorough revision, this study finds a strong relationship between cognition, behaviour, and the environment in writing, which can help improve writing instruction and foster self-directed learning. Peer support also plays an important role in enhancing students’ writing skills. This study examines the use of writing strategies—namely metacognitive, cognitive, effort regulation, social, and affective—and their connection to Ban
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Azizah, Safira, and Soraya Soraya. "A Closer Look on Indonesian EFL students’ Writing Process: The Application of Cognitive and Metacognitive Strategies." REiLA : Journal of Research and Innovation in Language 5, no. 2 (2023): 128–43. http://dx.doi.org/10.31849/reila.v5i2.10687.

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Cognitive and metacognitive strategies have been researched to find an effective strategy in teaching writing. However, little attention has been given to investigate what is on the students’ minds while applying those strategies in the writing process. This descriptive qualitative study aims to investigate the process of applying the cognitive and metacognitive strategies by EFL students while performing argumentative essays. Three university students of the English Department taking the Essay Writing subject were invited to record the process of authoring argumentative essays using Zoom reco
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Mouhssine, Ayouri, El Messaoudi Mohammed, and Hdii Saida. "Minds in Motion: Unraveling the Impact of Cognitive Writing Strategies on Essay Achievement in Moroccan EFL University Students." International Journal of Advance Study and Research Work 6, no. 3 (2023): 07–20. https://doi.org/10.5281/zenodo.8401577.

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<strong><em>Effective writing in English as a Foreign Language (EFL) context heavily relies on the utilization of cognitive writing strategies. Understanding the link between these strategies and writing achievement is crucial for improving instruction and assessment. This study explores the cognitive writing strategies employed by 89 EFL students in their fourth semester, specifically focusing on argumentative essays at the Faculty of Arts and Humanities in El Jadida, Morocco. The primary objective is to examine differences in writing achievement levels based on strategy use and investigate t
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Pitenoee, Mehran Rajaee, Ahmad Modaberi, and Elham Movafagh Ardestani. "The Effect of Cognitive and Metacognitive Writing Strategies on Content of the Iranian Intermediate EFL Learners’ Writing." Journal of Language Teaching and Research 8, no. 3 (2017): 594. http://dx.doi.org/10.17507/jltr.0803.19.

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Writing strategies instruction have become one of the most talked-about topics in the field of language teaching and learning when scholars found that SL/FL writing is believed to be a problem for learners. Cognitive and metacognitive strategies, as two writing strategies, have been widely researched over the past few decades. Among the substantial body of research investigating the effect of cognitive and metacognitive writing strategies, little attention has been given to the effect of cognitive and metacognitive strategies on content of the learners’ writing. This experimental investigation
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Arliyanti, Devi, and Astri Hapsari. "EFL Undergraduate Students’ Cognitive Strategies in Process-Based Writing." Pioneer: Journal of Language and Literature 14, no. 2 (2022): 376. http://dx.doi.org/10.36841/pioneer.v14i2.1693.

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Even though process-based writing has been extensively researched and implemented in higher education, little is known about how cognitive strategies are implemented in process-based essay writing. This study investigated how EFL undergraduate students used writing strategies in English essays. The process of writing was investigated by using cognitive theory in this semi-structured interview qualitative research. The two participants were English language education department batch 2019 students from a private university in Yogyakarta who had completed their processes-based essay writing fina
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Lee, Lai Fong, Sian Hoon Teoh, Geethanjali Narayanan, Yuen Fook Chan, and Gurnam Kaur Sidhu. "Writing Strategies used by Malaysian ESL Undergraduates." Social and Management Research Journal 12, no. 2 (2015): 15. http://dx.doi.org/10.24191/smrj.v12i2.5022.

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Writing strategies are deemed important to enable learners to write well in academic contexts in higher education. This study examined the writing strategies of English as Second Language (ESL) undergraduates in higher education to look into the type of writing strategies they use. The five categories of writing strategies focused on were rhetorical strategies, metacognitive strategies, cognitive strategies, communicative strategies, and social/affective strategies. The sample of this study comprised 40 students from the social science disciplines in a local public university. The instrument u
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Englert, Carol Sue, Taffy E. Raphael, Linda M. Anderson, Helene M. Anthony, Kathy L. Fear, and Stephanie L. Gregg. "A Case for Writing Intervention: Strategies for Writing Informational Text." Learning Disabilities Research & Practice 3, no. 2 (1988): 98–113. https://doi.org/10.1177/093889828800300206.

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This paper reports on the expository writing difficulties of learning disabled students in fourth and fifth grades, using actual samples of students'writing. Using writing samples from 21 students representing the range of writing problems in both special and regular education students, three categories of problems are presented and discussed: general writing ability and fluency, informant status in the communicative act of writing, and knowledge and control of the thinking and organizational strategies associated with writing. Second, a case is made for instruction in cognitive strategies in
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Saswati, Risna. "Writing Strategies Exhibited by a Translator in Translating a Short Text." Linguistic, English Education and Art (LEEA) Journal 5, no. 1 (2021): 107–18. http://dx.doi.org/10.31539/leea.v5i1.3075.

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This study aims to investigate the use of writing strategies by translators when translating short texts. The method used in this research is explorative-interpretative. Participants are freelance translators who complete short text translations. The data collection techniques are Think-Aloud Protocols (TAPs) and Trans Log II. The results showed that the participants used various writing strategies when translating the text at all stages. Rhetorical, cognitive, metacognitive and social/affective writing strategies were found in the transfer stage. Communicative strategies are not found at this
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Ocak, Gürbüz, and Nilda Hocaoglu. "The Relation Between Cognitive Awareness of Reading Strategies and Writing Anxiety." Mimbar Sekolah Dasar 10, no. 1 (2023): 149–64. http://dx.doi.org/10.53400/mimbar-sd.v10i1.51755.

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This study aims to determine the cognitive awareness of reading strategies of secondary school students, the relation between the cognitive awareness of reading strategies and writing anxiety, and the common effect of some variables on cognitive awareness of reading strategies. This quantitative study is an example of a relational survey model with correlational research features. Data have been collected through two different scales. 339 secondary school students have participated in this research. Mean, frequencies, standard deviation, Pearson Correlation Coefficient, Simple Linear Regressio
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Dissertations / Theses on the topic "Cognitive writing strategies"

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Mu, Congjun. "An investigation of the writing strategies three Chinese post-graduate students report using while writing academic papers in English." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16426/1/Congjun_Mu_Thesis.pdf.

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Due to a lack of effective writing strategies and inhibition of English language proficiency, university students in China are found to produce little and shallow content in their English academic writing. Similar problems are also embodied in the academic writing of Chinese overseas students who struggle to survive in the target academic community. The purpose of this study was to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was p
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Mu, Congjun. "An investigation of the writing strategies three Chinese post-graduate students report using while writing academic papers in English." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16426/.

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Due to a lack of effective writing strategies and inhibition of English language proficiency, university students in China are found to produce little and shallow content in their English academic writing. Similar problems are also embodied in the academic writing of Chinese overseas students who struggle to survive in the target academic community. The purpose of this study was to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was p
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Lu, Yanbin. "Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/alesl_diss/13.

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This study investigated cognitive factors that might influence Chinese EFL learners’ argumentative essay writing in English. The factors that were explored included English (L2) language proficiency, Chinese (L1) writing ability, genre knowledge, use of writing strategies, and working memory capacity in L1 and L2. Data were collected from 136 university students who received a battery of tests in two sessions. The tests consisted of timed essay writing tasks in L1 and L2, post-writing questionnaires for genre knowledge and use of strategies in the writing process, a timed grammaticality judgme
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Givens, Karolyn Whittlesey. "Facilitating the cognitive growth of baccalaureate nursing students : using writing strategies for thinking and cognitive development /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162801/.

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Lee, Eun-Jo. "Exploring L2 Writing Strategies from a Socio-cognitive Perspective: Mediated Actions, Goals, and Setting in L2 Writing." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306898143.

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Givens, Karolyn W. "Facilitating the cognitive growth of baccalaureate nursing students: using writing strategies for thinking and cognitive development /28 cm." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39249.

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The purpose of this study was to discover whether a nurse educator could facilitate the cognitive development of baccalaureate nursing students using writing strategies that challenged their thinking. The literature focuses first on the model of the cognitive development of college students as Perry first delineated it (1970) and later modified it (1978; 1981), as well as on how other researchers have elaborated and extended it from a descriptive to a prescriptive model. Also, literature related to writing as a strategy to facilitate learning, thinking, and developing is investigated, and s
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Tappmeyer, Mark Edward Fortune Ron. "The influence of field dependence-independence on writers' goal-setting strategies." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713230.

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Thesis (D.A.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 8, 2005. Dissertation Committee: Ronald J. Fortune (chair), John L. Brickell, Elizabeth S. McMahan, Maurice A. Scharton, Janet M. Youga. Includes bibliographical references (leaves 214-221) and abstract. Also available in print.
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Landström, Therése. "Kognitiva respektive kroppsliga strategier vid handskrivning hos elever i årskurs 1 och 2." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74839.

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Syftet med studien är att genom en kvalitativ metod bidra till befintlig forskning om olika strategier som elever i årskurs 1 och 2 använder sig av vid handskrivning. I studien använder jag mig av individuella intervjuer med både lärare och elever, samt observationer av elever när de skriver med penna. Fenomenografi har använts som metod vid databearbetningen. Genom en kvalitativ metod och ”embodied cognition” som teoretisk utgångspunkt får jag både höra vilka strategier eleverna beskriver att de använder sig av, men även se vilka kroppsliga rörelser och strategier de uppvisar. Det framkommer
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Ashworth, Thomas Edward. "Using writing-to-learn strategies in community college associate degree nursing programs." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38622.

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This study investigated the use of writing-to-learn strategies in freshman associate degree nursing classes at Wytheville Community College, Wytheville, Virginia. It sought to determine if the use of writing-to-Iearn strategies would affect the students' achievement in the course and their critical thinking skills. The design of the study was experimental. Two groups of freshman nursing students were randomly selected and randomly assigned to either an experiment group or a control group. The experiment group used the writing-to-learn strategies. The achievement in the course was measured usin
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El, Mortaji Latifa. "Writing ability and strategies in two discourse types : a cognitive study of multilingual Moroccan university students writing in Arabic (L1) and English (L3)." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343570.

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Books on the topic "Cognitive writing strategies"

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Nicolarakis, Onudeah Desiree. An Examination of the Writing Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Cognitive, Linguistic and Conventional Components. [publisher not identified], 2020.

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Brownlie, Faye. Tomorrow's classroom today: Strategies for creating active readers, writers and thinkers. Pembroke, 1990.

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Givens, Karolyn Whittlesey. FACILITATING THE COGNITIVE GROWTH OF BACCALAUREATE NURSING STUDENTS: USING WRITING STRATEGIES FOR THINKING AND COGNITIVE DEVELOPMENT. 1990.

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Hanson, Anne M. Brain-Friendly Strategies for Developing Student Writing Skills. Corwin Press, 2013.

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Yas, Oleksii. Historiographical classics. Anthology of Ukrainian historical thought of the nineteenth and twentieth centuries. Institute of History of Ukraine, National Academy of Sciences of Ukraine, 2020. https://doi.org/10.15407/book10-0015182.

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The anthology contains texts by historians Volodymyr Antonovych, Dmytro Bantysh-Kamensky, Lev-Rostyslav Bilas, Mykhailo Hrushevsky, Oleksandr Dombrovsky, Dmytro Doroshenko, Mykhailo Drahomanov, Oleksandra Yefymenko, Olena Kompan, and Myron Korduba, Mykola Kostomarov, Borys Krupnytsky, Panteleimon Kulish, Viacheslav Lypynsky, Mykhailo Maksymovych, Oleksii Martos, Oleksandr Ohloblyn, Lev Okinshevych, Viktor Petrov, Omelian Pritsak, Stepan Tomashivsky, Dmytro Chyzhevsky, and Fedir Shevchenko. Both well-known and little-known studies are presented, reflecting the distinctive features and styles of
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Carroll, Joyce Armstrong, Edward E. Wilson, and Kristy Hill. Acts of Teaching. 3rd ed. Libraries Unlimited, 2018. http://dx.doi.org/10.5040/9798400606786.

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Inclusive of the scope and authoritative references from earlier editions, this edition additionally embraces the digital world and provides practical suggestions for performing the "act of teaching." Teachers of writing at all levels will applaud this edition for its new features designed to help teachers to understand and teach to today's new paradigms in writing. New to this edition are two chapters on cognition and technology, respectively; a chapter on early literacy, with student samples; and, for the first time, an online connection that links readers to important articles, visuals, and
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Paul, Sharon J. Art & Science in the Choral Rehearsal. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.001.0001.

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In recent decades, cognitive neuroscience research has increased our understanding of how the brain learns, retains, and recalls information. At the same time, social psychology researchers have developed insights into group dynamics, exploring what motivates individuals in a group to give their full effort, or conversely, what might instead inspire them to become freeloaders. This book explores the idea that choral conductors who better understand how the brain learns, and how individuals within groups function, can lead more efficient, productive, and enjoyable rehearsals. Armed with this kn
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Taylor, Annette, ed. Encyclopedia of Human Memory. Greenwood, 2013. http://dx.doi.org/10.5040/9798400667282.

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Providing clear, comprehensible information for general readers, this three-volume, A–Z encyclopedia covers the major theories and findings associated with our understanding of human memory and some of the crippling disorders associated with memory malfunction. This encyclopedia comprehensively addresses one of the most critical components of human intelligence—memory. Comprising approximately 500 A–Z entries written by experts who have studied memory and its impacts, the work defines complex terminology for lay readers and includes answers to the most common questions regarding human memory.
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Lund, Jacalyn Lea, and Mary Fortman Kirk. Performance-Based Assessment for Middle and High School Physical Education. 3rd ed. Human Kinetics, 2020. http://dx.doi.org/10.5040/9781718222731.

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Performance-Based Assessment for Middle and High School Physical Education is a cutting-edge book that teachers trust for assessing middle school and high school physical education students. Also a highly popular undergraduate text for courses that focus on performance-based assessment, this new third edition features significant additions, enhancements, and updates: • New chapters on effective management and instruction delivery, which make it appropriate for PETE instructors using the book for secondary methods courses • A new chapter on assessments with various instructional models, includi
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Book chapters on the topic "Cognitive writing strategies"

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Mackiewicz, Jo, and Isabelle Kramer Thompson. "Cognitive Scaffolding Strategies." In Talk about Writing. Routledge, 2018. http://dx.doi.org/10.4324/9781351272643-6.

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Beal, Carole R. "Children’s Communication Skills: Implications for the Development of Writing Strategies." In Cognitive Strategy Research. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8838-8_8.

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Bloom, Melanie. "Chapter 6: Second Language Composition in Independent Settings: Supporting the Writing Process with Cognitive Strategies." In Language Learning Strategies in Independent Settings, edited by Stella Hurd and Tim Lewis. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690999-008.

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Van Hulle, Dirk. "2.2.1. Metaphors for the writing process." In Comparative History of Literatures in European Languages. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/chlel.xxxv.30van.

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This chapter discusses various metaphors that have been suggested as conceptual models by numerous authors in the past to try and understand aspects of their creative process and the roles of the literary draft. The question is whether they are all equally apt. By juxtaposing several of them, the aim is to investigate to what extent certain metaphors are forms of writers’ self-representation that may not always correspond with the reality of what is left in the drafts. These metaphors are organised in three sections, focusing respectively on questions of “Authorship” (ways of framing what it i
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Van Hulle, Dirk. "2.2.1. Metaphors for the writing process." In Comparative History of Literatures in European Languages. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/chlel.35.30van.

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This chapter discusses various metaphors that have been suggested as conceptual models by numerous authors in the past to try and understand aspects of their creative process and the roles of the literary draft. The question is whether they are all equally apt. By juxtaposing several of them, the aim is to investigate to what extent certain metaphors are forms of writers’ self-representation that may not always correspond with the reality of what is left in the drafts. These metaphors are organised in three sections, focusing respectively on questions of “Authorship” (ways of framing what it i
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Salem, Ashraf Atta Mohamed Safein. "Learning-on-the-Go: The Impact of Mobile-Based Microlearning on Improving Functional Writing Skills and Soft Skills and Reducing Cognitive Load of Business Students." In Sustainability, AI and Innovation: Proceedings of the Applied Research in Humanities & Social Sciences (ARHSS 2023). Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-2532-1_16.

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Abstract Microlearning is emerging as an efficacious pedagogical strategy, particularly in higher education, offering unique possibilities for both achievement and skills development. This research delves into the potential of mobile-based microlearning to enhance functional writing and soft skills—emphasizing communication and teamwork—alongside reducing cognitive load among business students. The study comprised an experimental group (n = 44) exposed to a mobile-based microlearning training and a control group (n = 41) adhering to traditional learning methodologies. Assessments were executed
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Gheno, Vera. "Di lessico e altre quisquilie: autopercezione ed eteropercezione linguistica nel social networking." In Competenza lessicale e apprendimento dell’Italiano L2. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-403-8.10.

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Digital writing and handwriting are cognitively different activities; thus, it is interesting to verify what happens to the written language when it is conveyed through a keyboard and no longer a pen. On the Net, where the text is stripped of all non-strictly linguistic clues such as tone of voice, facial expression, proxemics, gestures, etc., written words assume a large part of the communicative burden: in other words, we are what we type. Despite this, it often seems that users are not fully aware of how much their linguistic choices affect the construction of their reputation on the net. I
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"Cognitive Scaffolding Strategies." In Talk About Writing. Routledge, 2014. http://dx.doi.org/10.4324/9781315768595-12.

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"4. Cognitive Learning Strategies." In TheJapanese Writing System. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098163-007.

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Zepeda, Alison Wells. "Cognitive Dissonance." In Pivotal Strategies: Claiming Writing Studies as Discipline. Utah State University Press, 2024. https://doi.org/10.7330/9781646426331.c010.

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Conference papers on the topic "Cognitive writing strategies"

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MurrellJones, Matasha, and Imani Akin. "Bridging Theory and Application in Academic Writing: Strategies to Enhance Critical Thinking and Real-World Integration in Higher Education [Abstract]." In InSITE 2025: Informing Science + IT Education Conferences: Hiroshima. Informing Science Institute, 2025. https://doi.org/10.28945/5574.

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Aim/Purpose The purpose is to examine existing practices through an applied application lens as it relates to understanding theory and application in academic writing, and to identify best practices for developing academic skills to bridge the gap between theory and application in higher education. The problem is students struggle to produce work demonstrating critical thinking and analysis to align with course concepts and real-world application. Background The study underscores the importance of integrating explicit instruction on writing into the curriculum. Methodology Qualitative research
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Cardoso, Walcir, and Danial Mehdipour-Kolour. "Writing with automatic speech recognition: Examining user’s behaviours and text quality (lexical diversity)." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16997.

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This study explores the potential of Automatic Speech Recognition (ASR) as a writing tool by investigating user behaviours (strategies henceforth) and text quality (lexical diversity) when users engage with the technology. Thirty English second language writers dictated texts into an ASR system (Google Voice Typing) while also using optional additional input devices, such as keyboards and mice. Analysis of video recordings and field observations revealed four strategies employed by users to produce texts: use of ASR exclusively, ASR in tandem with keyboarding, ASR followed by keyboarding, and
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"College Students’ Cognition of English Writing Strategies." In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000300.

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Selcuk, Hasan, and Lilian Isperdon. "Opportunities and Challenges of Videoconferencing-Based Teaching among English Teachers." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.59.

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Over the last decade, online English as a foreign language learning courses have become increasingly popular since teachers and practitioners have realised the benefits of synchronous, video conferencing-based learning activities for their learners. Not all teachers (especially pre-service teachers) are, however, sufficiently well-versed in implementing video conferencing-based English teaching to use its benefits effectively. A qualitative research study aiming to investigate the opportunities and challenges experienced by six pre-service teachers of English as a foreign language in their vid
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Merwin, Elizabeth, Brandon Dreslin, Allysa Hayden, et al. "Quiet but not Quite: the Limitations of Active Noise Canceling Headphones in Open Offices." In 16th International Conference on Applied Human Factors and Ergonomics (AHFE 2025). AHFE International, 2025. https://doi.org/10.54941/ahfe1006353.

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Today’s work environments are becoming increasingly dynamic, with open office spaces gaining popularity due to their cost-effective design and potential for facilitating collaboration and stronger teams. Despite these benefits, open office spaces are often noisy and distracting to employees, especially when they include high levels of irrelevant speech (IS). Literature has shown that the presence of speech unrelated to an individual’s current task has detrimental effects on performance and well-being (Colle &amp;#38; Welsh, 1976). Strategies to mitigate noise in open office workplaces, such as
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"STUDENT PERCEPTIONS OF AI-POWERED WRITING TOOLS: TOWARDS INDIVIDUALIZED TEACHING STRATEGIES." In 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022). IADIS Press, 2022. http://dx.doi.org/10.33965/celda2022_202207l010.

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