Computer keystroke logging is an exciting development in writing research methodology that allows a document's evolution to be logged and then replayed as if the document were being written for the first time. Computer keystroke logged data allows analysis of the revisions and pauses made by authors during the writing of texts.
Computer Keystroke Logging and Writing: Methods and Applications is the first book to successfully collect a group of leading computer keystroke logging researchers into a single volume and provide an invaluable introduction and overview of this dynamic area of research. This volume provides the reader unfamiliar with writing research an introduction to the field and it provides the reader unfamiliar with the technique a sound background in keystroke logging technology and an understanding of its potential in writing research.
Observing writing: Insights from Keystroke Logging and Handwriting is a timely volume appearing twelve years after the
Studies in Writing volume
Computer Keystroke Logging and Writing (Sullivan & Lindgren, 2006). The 2006 volume provided the reader with a fundamental account of keystroke logging, a methodology in which a piece of software records every keystroke, cursor and mouse movement a writer undertakes during a writing session. This new volume highlights current theoretical and applied research questions in keystroke logging and handwriting research that observes writing. In this volume, contributors from a range of disciplines, including linguistics, psychology, neuroscience, modern languages, and education, present their research that considers the cognitive and socio-cultural complexities of writing texts in academic and professional settings.
Exploring Indigenous writing and literacies across five continents, this volume celebrates the resilience of Indigenous languages. This book makes a significant contribution to the understanding of the contemporary challenges facing Indigenous writing and literacies and argues that innovative and creative ideas can create a hopeful future for Indigenous writing. Contributions following the themes ‘Sketching the Context’, ‘Enhancing Writing’, and ‘Creating the Future’ are concluded with two reflective chapters evidencing the importance of volume’s thesis for the future of Indigenous writing and literacies. This volume encourages the development of research in this area, specifically inviting the international writing research community to engage with Indigenous peoples and support research on the nexus of Indigenous writing, literacies and education.
Supporting the development of professional skills is a central role of professional degree programmes. This case study considers how one audiology degree programme implemented reflective writing to support student professional development during periods of practical training. In particular, the case considers how much and what type of reflection can be seen in the students’ reflective writing, and whether improvement in reflection based on formative feedback is a valid base for differential grading. An analysis of 72 pages of student reflective writing written during the final long period of practical training in the clinic showed that both the way reflective processes were taught and how it was to be assessed framed and limited the quality of the reflection. For example, the taught model of reflection was strictly followed and, in all cases, the catalyst chosen was the extraordinary event. On the basis of our analysis we propose that reflective writing to support professional development should not form part of a student’s assessment. Supporting the development of reflective skills without the stress of being assessed, we believe, will give the students space to reflect upon the everyday and feel less restrained by the taught model of reflection.