This Handbook critically examines research and theoretical issues that impact writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.
Chapter 2: Modelling the Development of Written Composition
Modelling the Development of Written Composition
A developmental model of written production should predict both the course of the writing processes (i.e., the processing strategies) and the characteristics of the end product (i.e., the textual quality and quantity), in the light of the writer's general development, his or her specific writing expertise and the learning context. If, however, we accept this definition, writing a chapter, which describes just that such a model becomes an extremely challenging undertaking, in that a model with this degree of advancement does not yet exist.
The absence of such a model certainly cannot be ascribed to a dearth of developmental research. Although research on written production over the last 30 years has mainly concerned adults and ...