A procedure for the design of illustrated texts

Egbert Woudstra, Cees Terlouw

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic


    We have developed a procedure for writing texts with the focus on illustrations. Our theoretical framework was twofold: we used a text theory and a cognitive process theory of text design. In the text theory a functional approach was used, distinguishing between subfunctions as question-description subfunctions, answer-information subfunctions, channel subfunctions and introduction/summary subfunctions. For our cognitive process theory of text design we used the original Flower and Hayes model. From this model and from the text theory we derived a systematic procedure and tested it. The procedure was tested with students by means of interviews and questionnaires. In the first phase of our research the writing procedure was only partially satisfactory. Meta-awareness of the procedural knowledge was improved and as a consequence the students produced texts of good quality. But the step by step approach did not sufficiently support the students in their planning and writing. In the second phase of our research we modified our theoretical framework to overcome our problems. In the cognitive process theory we included problem solving, reflective and intuitive actions. We consequently improved our systematic procedure. We limited our research to the design of a text scheme as a first step to a complete written text. This approach supported the students designing a text scheme including illustrations better. The development of our theoretical framework and the procedures will be discussed.
    Original languageEnglish
    Title of host publicationText Comprehension and Learning from Text
    EditorsBernadette van Hout-Wolters, Wolfgang Schnotz
    Place of PublicationAmsterdam
    PublisherSwets & Zeitlinger
    Number of pages19
    ISBN (Electronic)9781003077404
    ISBN (Print)90 265 1283 X
    Publication statusPublished - 1992

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