数字化写作的叙事写作：解读受众的影响

Lawrence, J. F., Niiya, M., & Warschauer, M. (2016). Narrative writing in digital formats: Interpreting the impact of audience. Psychology of Language and Communication, 20(1). http://dx.doi.org/10.1515/plc-2015-0012

http://dx.doi.org/10.1515/plc-2015-0012

摘要：数字化写作使学生能够在课堂内外为各种真实的读者写作。当学生考虑到读者时，他们要面对的是除了写作任务之外还必须应付的认知负担。同时，写作为学生提供了学习和表达身份的机会。在数字化的在线写作环境中，身份形成和认知负荷交集的方式可能尤为复杂，因为学生获得了分享和接收来自全球和当地读者的反馈的能力。在这个平衡实验研究中，86名七年级和八年级学生回答了两个叙述提示：一个提示是为老师写的，另一个是为老师和在线论坛的同学写的。我们对学生写作的流利度、机械性错误、学术词汇的使用和设置进行了测试。研究发现，当学生为包括同龄人在内的读者写作时，他们更倾向于在私人环境中设置叙述。我们从认知和社会文化的角度来讨论这个发现，以及它如何给网络传播研究提供信息。

相关链接: https://www.learntechlib.org/p/153272/

相关文献: Yim, S., Warschauer, M., Zheng, B., & Lawrence, J. F. (2014). Cloud-based collaborative writing and the Common Core Standards. Journal of Adolescent & Adult Literacy, 58(3), 243–254. http://dx.doi.org/10.1002/jaal.345

INVITED PRESENTATIONS

Lawrence, J.F. (2015, September). Technology in English. U.S. Department of State, Bureau of Educational and Cultural Affairs. The White House, Washington D.C.

Warschauer, M., & Lawrence, J. F. (2014, April). The Learning Analytics of Cloud Based Writing. Google Campus, New York, New York

Lawrence, J.F. (2012, September). Does talk exposure in preschool predict second-language vocabulary at age 10? A longitudinal study of Turkish immigrant children growing up in Norway. 学前教育中的语言接触是否会预测儿童10岁时的第二语言词汇？(Presented in Mandarin). East China Normal University, Shanghai, China.

Software Development

Lawrence, J., & Krueger, N. (2016). Bifrost: Bridging linguistic, cognitive and computer science resources (Version Reduced: Polysemy and Depth only). Retrieved from https://github.com/Malthanatos/Bifrost/tree/Reduced--Polysemy-and-Depth-only

EDITED VOLUME

Ippolito, J., Lawrence, J. F., & Zaller, C. (2013). Adolescent Literacy in the Era of the Common Core. Cambridge, MA: Harvard Education Press.

Other publications

Ippolito, J., Dobbs, C., Charner-Laird, M., & Lawrence, J. F. (2016). Delicate layers of learning: Achieving disciplinary literacy requires continuous, collaborative adjustments. Learning Forward.

Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68(2), 23–26.

Lawrence, J. F. (2005). Perennial Themes in Education. Journal of Education, 186(1), 87–95.