By Barbara Abercrombie
During this number of anecdotes, classes, fees, and activates, writer and writing instructor Barbara Abercrombie presents a delightfully assorted cornucopia of proposal — nuts-and-bolts recommendations, hand-holding commiseration, and epiphany-fueling insights from fellow writers, together with Nobel and Pulitzer Prize winners and Abercrombie’s scholars who've long gone from paralyzed to released.
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Extra info for A Year of Writing Dangerously: 365 Days of Inspiration and Encouragement
Chapter 2 details the lexical knowledge study, with an emphasis on the investigation of our learners’ network knowledge. This aspect of declarative lexical knowledge has been less widely explored than, for example, language learners’ vocabulary size. The chapter therefore opens with a somewhat extensive discussion of the construct of network Introduction 19 knowledge, and gives a review of different research approaches to studying structural aspects of lexical competence. The second half of the chapter presents the empirical study, which includes investigation of the learners’ network knowledge and their vocabulary size.
In a recent article, Read (2004) outlines three distinct constructs: precision of meaning, comprehensive word knowledge and network knowledge. Precision of meaning is defined as the elaborated understanding of the semantic content of lexical items Declarative Lexical Knowledge 27 that characterizes the lexical entries of the native speaker or the more advanced language learner. The term comprehensive word knowledge refers to aspects of word knowledge that go beyond the mere propositional content alluded to in the first construct, echoing the comprehensive lists of both receptive and productive word knowledge components previously outlined in the research literature (Richards, 1976; Nation, 1990, 2001).
The integration process accounts for how the information from the text base is integrated into the larger discourse context whereby a situation model is created, forming a coherent mental representation of the text. Only if these automatic processes fail will the reader resort to conscious processing. In a similar vein, David Galbraith (1999) argues for a theory of writing that focuses on automatic text production rather than conscious problem solving. As with Kintsch, his aim is to emphasize the importance of automatic, lower level processes at the expense of the higher level processes associated with problem solving.
A Year of Writing Dangerously: 365 Days of Inspiration and Encouragement by Barbara Abercrombie