Design of a college-level test of written communication: Theoretical and methodological challenges
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Date
2012
Journal Title
Journal ISSN
Volume Title
Publisher
Psychology Press
Abstract
In contrast to our knowledge on the acquisition and early development of writing skills, our scienti€c understanding of the development of writing at the college level is relatively less advanced. In effect, a large part of the most in¥uential empirical research on writing has focused on the development of basic writing and composition skills (e.g., Berninger et al., 2002; Olson, 2002). Still, interest in college-level writing is not new. One of the €rst models of writing was based on protocol analysis of college-level writers, who were treated as novices in contrast to expert professionals (Hayes & Flower, 1980, 1986). Recent models of writing development have an increased curiosity for the development of writing beyond the acquisition of basic and composition skills (Kellogg, 2008) and researchers have shown that relevant individual differences in text generation can be detected in mature writers (Torrance, Thomas, & Robinson, 1999).
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Keywords
Behavioral sciences, Education