In addition, theoretical models of composing suggest some essential feasible functions for morphological ability throughout the creation of extended text. Hayes and Flower (1980) offered a model associated with the writing process that comprises of three processes that are major planning, translating, and reviewing. Preparation includes creating a few ideas, arranging them, and establishing objectives; translating includes changing tips into language; and reviewing contains reading and revising the existing text. Acknowledging the increased challenges that translation processes current for young developing article writers, Berninger and Swanson (1994) further articulated subcomponents of translating: text generation and transcription. Text generation involves ideas that are transforming language whereas transcription involves converting that language into penned symbols. Transcription procedures hence consist of spelling, handwriting, and typing, whereas text generation requires more fundamental lexical, syntactic, and rhetorical procedures included in translating a few ideas into terms, sentences, and extended multi-sentence texts.
Relating to Berninger and Amtmann’s easy view of writing (2003), transcription, text generation processes, and greater purchase administrator processes ( e.g., planning, goal-setting, revising) all compete for restricted working memory resources during writing, especially for young writers. Continue reading “Theoretical models of composing recommend some essential roles that are possible morphological ability throughout the creation of extended text”