This volume makes a powerful case for the analysis of the spoken word as a source of data to study writing. The contributors focus on issues involved in the collection, analysis and interpretation of data. Their approaches go beyond simple quantitative//qualitative differences, examining the very underpinnings of the various assumptions of distinct methodologies. Divided into four major areas of inquiry, the book looks at different aspects of conducting think-aloud protocol analysis, retrospective accounts, discourse analysis and interviews in the field.
About the Author
Peter Smagorinsky is Distinguished Research Professor of English Education at The University of Georgia. He began his career as an educator as a hall monitor and substitute teacher in the Trenton, NJ area before teaching high school English in three schools in the Chicago area from 1976-1990, also coaching track and basketball. After beginning his career as a teacher educator at the University of Oklahoma in 1990, he moved to UGA in 1998. He has won numerous awards for his teaching, service, and research, most recently the 2014 Steve Witte Award from the American Educational Research Association; the 2014 UGA Service-Learning Research Excellence Award; the 2013 National Council of Teachers of English David H. Russell Research Award for Distinguished Research in the Teaching of English; and the 2012 Sylvia Scribner Award from the American Educational Research Association. His current interests center on the teaching and learning of literacy; the process of becoming a secondary school English teacher; and issues surrounding mental health as a facet of educational inclusion.
Table of Contents
Introduction - Peter Smagorinsky Potential Problems and Problematic Potentials of Using Talk About Writing as Data About Writing Process PART ONE: THINK-ALOUD PROTOCOL ANALYSIS Think-Aloud Protocol Analysis - Peter Smagorinsky Beyond the Black Box Think-Aloud Protocols, Protocol Analysis, and Research Design - Stephen P Witte and Roger D Cherry An Exploration of the Influence of Writing Tasks on Writing Processes Substance and Romance in Analyzing Think-Aloud Protocols - Robert J Bracewell and Alain Breuleux Reactivity in Concurrent Think-Aloud Protocols - James F Stratman and Liz Hamp-Lyons Issues for Research PART TWO: RETROSPECTIVE ACCOUNTS OF WRITING PROCESS
'Once Upon a Time' - Stuart Greene and Lorraine Higgins The Use of Retrospective Accounts in Building Theory in Composition Using Intervention Protocols to Study the Effects of Instructional Scaffolding on Writing and Learning - Deborah Swanson-Owens and George E Newell Stimulated Recall in Research on Writing - Anne DiPardo An Antidote to 'I Don't Know, It Was Fine'
PART THREE: ANALYSIS OF COLLABORATIVE DISCOURSE Interpreting and Counting - George Hillocks Jr Objectivity in Discourse Analysis Discourse Analysis of Teacher-Student Writing Conferences - Melanie Sperling Finding the Message in the Medium What's All This Talk I Hear? Using Sociolinguistic Analysis to Locate and Map Themes in Teacher/Student Talk About Writing - Elizabeth Hodges PART FOUR: INTERVIEWS IN THE FIELD Ethnographic Interviews and Writing Research - Elaine Chin A Critical Examination of the Methodology PART FIVE: COUNTERPOINT Whither Wisdom? - David N Dobrin Withered Wisdom - Robert J Bracewell A Reply to Dobrin