A dual-process model of L1 writing processes

Abstract

Current models of the cognitive processes involved in L1 writing treat them as problem-solving processes, and characterize expert / novice differences as a contrast between a knowledge-transforming approach and a knowledge-telling approach. Empirical research informed by these models has typically used this distinction as a characterization of the processes involved but has not explicitly tested what effect these have on the writer’s knowledge. In this chapter, we argue that these models neglect the implicit nature of much of the writer’s knowledge, and present an alternative dual-process model of writing, which is designed to take this into account. We then describe recent studies in L1 that support the main claims of the dual-process model, call into question some of the assumptions of problem-solving models and suggest that an alternative rough-drafting strategy may help overcome the conflict between text quality and the development of the writer’s understanding. We conclude by discussing the implications for research into L2 writing processes and drafting strategies.

The role of cognitive factors in second language writing and writing to learn a second language

“…The role of working memory and aptitude in writing to learn Although the importance of the role of writers' implicit understanding of the writing task and the implicit organization of ideas and information in semantic memory (Galbraith & Al Saadi, 2020) should not be underestimated, a majority of the writing processes of L2 users rely on conscious and effortful processes in a "problem space" (Byrnes & Manchón, 2014). As originally observed by Cumming (1990) and later elaborated by Williams (2012), the less time-constrained and more permanent nature of written modality and corrective feedback allows L2 users not only to focus on creating meaning and conveying their thoughts effectively but also to reflect on and potentially improve their L2 knowledge.…”