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Part of
Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 49–72

Chapter 3
A dual-process model of L1 writing processes

Implications for L2 writing research agendas on processing and language development

| University of Southampton
| University of Southampton

Current models of the cognitive processes involved in L1 writing treat them as problem-solving processes, and characterize expert / novice differences as a contrast between a knowledge-transforming approach and a knowledge-telling approach. Empirical research informed by these models has typically used this distinction as a characterization of the processes involved but has not explicitly tested what effect these have on the writer’s knowledge. In this chapter, we argue that these models neglect the implicit nature of much of the writer’s knowledge, and present an alternative dual-process model of writing, which is designed to take this into account. We then describe recent studies in L1 that support the main claims of the dual-process model, call into question some of the assumptions of problem-solving models and suggest that an alternative rough-drafting strategy may help overcome the conflict between text quality and the development of the writer’s understanding. We conclude by discussing the implications for research into L2 writing processes and drafting strategies.

Article outline
  • Writing as problem solving
  • Dual process model of writing in L1
    • The knowledge-transforming process
    • The knowledge-constituting process
    • The two processes in combination
  • Evidence for the dual process model
    • Keystroke studies of text production
    • Drafting strategies
  • Implications for L2 writing research and language development
  • Conclusion
  • Note
  • References
Published online: 20 November 2020
DOI logo
https://doi.org/10.1075/lllt.56.03gal
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