{"id":7099,"date":"2007-06-14T22:08:53","date_gmt":"2007-06-14T22:08:53","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2007\/06\/14\/scardimalia-and\/"},"modified":"2007-06-14T22:08:53","modified_gmt":"2007-06-14T22:08:53","slug":"scardimalia-and","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2007\/06\/14\/scardimalia-and\/","title":{"rendered":"Scardamalia and Bereiter, "Levels of Inquiry in Writing Research""},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

Bereiter,
\nCarl, and Marlene Scardamalia. "Levels of Inquiry in Writing Research." Research
\nOn Writing: Principles and Methods. Peter Mosenthal, Lynne Tamor, and Sean A.
\nWalmsley, eds. New York: Longman, 1983. 3-25.<\/p>\n

<\/p>\n

Motivated by an acute opposition to "the miscellaneous character of much
\nwriting research<\/b>, with its orientation toward topics and methods rather than
\ntoward goals<\/b>, and with its general lack of cumulative force" (3),
\nScardamalia and Bereiter propose six levels of inquiry<\/b>, calling it "a
\nframework for the kind of interaction that should lead to a paradigm<\/b><\/i>"
\n(22). Their typology tends to favor a hierarchical scheme in some places,
\nwhile in other places, they emphasize interaction, incorporation, a "weak
\nsequentiality<\/b>," supplemental relations (rather than replacements from one
\nlevel to the other (7)), and a cyclical, spiral course (3). In explicit terms,
\nthey say "higher levels of inquiry are not seen to be any way better than lower
\nlevels" (4), but their accounts of the higher levels are approached more
\ngenerously and with a fair amount of self-reference (particularly for Levels 2,
\n4, and 5). Yet another example of re-hierarchizing the typology according to
\ncertain methodologies and their respective level-associations can be found near
\nthe end: "At present [1983], holistic methods [i.e., the "phenomenological,
\nethnographic, hermeneutic, and qualitative"] appear to be used only at Levels 1,
\n2, 3, and 4. However, there are developments afoot in cognitive science that may
\nprovide the necessary theoretical tools for more phenomenological and
\ncontextualized inquiry at Levels 5 and 6" (21). Cognitive science<\/b>
\nbears out the "theoretical tools" that will bring "holistic methods" along to
\nthe highest two levels, according to Scardamalia and Bereiter. <\/p>\n

Elsewhere, too, they assert a stance ("in this era of competing methodologies
\nthere is a special need to promote tolerance<\/b> and a free spirit of
\ninquiry<\/b>" (4)) and then then re-draw it (theory-wary, "we do not like to see
\nthis stifling orthodoxy [a Level 5 edict "never to leave home without a theory"]
\ncarried over into the modern era in the form of insistence that every researcher
\nhave a theory, whether there is any basis for a theory or not" (20).
\nAlthough the two statements are not entirely at odds, Scardamalia and Bereiter
\nare clearly critical of certain approaches to Level 5, the level where theory
\nturns up, critical in such a way that might be at odds with their commitment to
\n"tolerance and a free spirit of inquiry." <\/p>\n

The article includes one table, which presents the six levels, characteristic
\nquestions, and typical methods. Here are the levels<\/b> and methods<\/b>.<\/p>\n

    \n
  1. Level 1: Reflective inquiry | Methods: Information observation,
    \n\tintrospection, literature review, discussion, argument, private reflection.<\/li>\n
  2. Level 2: Empirical variable testing | Factorial analysis or variance,
    \n\tCorrelation analysis, Surveys, Coding of compositions.<\/li>\n
  3. Level 3: Text analysis | Error analysis, Story grammar analysis,
    \n\tThematic analysis.<\/li>\n
  4. Level 4: Process description | Thinking aloud protocols,
    \n\tClinical-experimental interviews, Retrospective reports, Videotape
    \n\trecordings.<\/li>\n
  5. Level 5: Theory-embedded experimentation | Experimental procedures
    \n\ttailored to questions, Chronometry, Interference.<\/li>\n
  6. Level 6: Simulation | Computer simulation, Simulation by intervention.\n\t<\/li>\n<\/ol>\n

    Level 1 is primary, and, while it "draws on knowledge<\/b> and hunches<\/b>
    \nof all sorts," it is not especially theoretical, at least not in the way
    \nScardamalia and Bereiter discuss theory<\/b>. "Level 2 findings are a
    \nsupplement to, not a replacement for, Level 1 intuitions" (8). Level 2 is
    \nimpeded by what S&B call "combinatorial explosion," (9) or the impossibility of
    \ncontrolling variables (a feature that also inhibits Level 2’s generalizability).
    \nLevel 3 works toward story grammars, toward the "lawfulness" of a text as it
    \nadheres to certain rules. <\/p>\n

    Scardamalia and Bereiter pursue a "systematic way<\/b> of viewing the
    \nvaried forms of inquiry into the process of written composition" (3), and they
    \ndo so with a repeated commitment to teleology<\/b> (i.e., goals, product,
    \npurpose as the driving forces for research). In the end, they suggest that the
    \ncollapse of empiricism has made new movements possible (20), and thus there is a
    \npressing need for their scheme, which, they contend, "may serve as an
    \nintellectually sound replacement for the now largely discredited notion of the
    \nbasic-to-applied continuum" (23). Despite their announcements to the
    \ncontrary, the leveled-scheme comes across as hierarchical, ordered in such a way
    \nthat the higher-numbered levels match with forms of inquiry that are more
    \ncherished (perhaps because they are rarified, even preserving theory’s scarcity
    \n(21a)) than are the lower levels (Level 1, with its intuition needs<\/i> Level
    \n2’s observations to bolster it). Scardamalia and Bereiter end with a few
    \n"practical points on which the ideas behind the Levels of Inquiry scheme might
    \nbe helpful" (22). How will they be helpful? 1.) For resolving
    \ncontroversies<\/b> over the comparison of methods, 2.) for encouraging
    \ncross-level communication, 3.) for planning research, but avoiding
    \n"pigeonholing" when doing so, 4.) for encouraging interdisciplinary involvement,
    \nand 5.) for demonstrating the contributions of research to improvement in
    \nteaching writing. <\/p>\n

      \n
    • Just how flexible and fluid are the Levels?<\/li>\n
    • "we need to describe child rhetoric" (23)<\/li>\n
    • When emphasizing interdisciplinarity and expert-types, the two they
      \n\tsuggest should be involved (by "most obvious need") are experts in "written
      \n\tcomposition" and experts "in studying thought processes" (22d). <\/li>\n<\/ul>\n

      Terms: weak sequentiality (4), hysterical empiricists (6), quasi-self-evident
      \ncharacter (of Level 1) (8), combinatorial explosion (9), collapse of empiricism
      \n(20), holistic methods (21), child rhetoric (23).<\/p>\n

      "A descriptive model of the composing process, such as that produced by Hayes
      \nand Flower (1980), is an intellectual construction based on inferred invariances
      \nand protocol data" (13). <\/p>\n

      "The layer [Level 4] describes is the layer of conscious thought. It
      \ndescribes the flow of attention during composing, but it does not reveal why
      \nattention shifts when it does and where it does" (13). What of unconscious?
      \nLevel 1? Level 0?<\/p>\n

      "A point we keep repeating throughout this chapter is that methods cannot be
      \njudged except in relation to purposes" (15). Teleology.<\/p>\n

      Theory def.: "Nevertheless [role-playing] has the properties of a theory: it
      \ncan be limited in scope or applicable to a variety of situations, it can yield
      \nconfirmed or unconfirmed predictions, and it can be refined in the light of
      \nresults" (17). <\/p>\n

      "Nonetheless, Level 7 inquiry does offer the most promise of yielding
      \nknowledge that can be put to direct use in instructional design" (20).<\/p>\n","protected":false},"excerpt":{"rendered":"

      \u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>Bereiter, Carl, and Marlene Scardamalia. "Levels of Inquiry in Writing Research." Research On Writing: Principles and Methods. Peter Mosenthal, Lynne Tamor, and Sean A. Walmsley, eds. New York: Longman, 1983. 3-25.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[124],"tags":[1780,639,1781,135,178,1392,967,928,921,1783,144,141,130,1784,1785,272,143,185,1754,1782,1786,536,417,1787,1788,140],"class_list":["post-7099","post","type-post","status-publish","format-standard","hentry","category-models","tag-1780","tag-abstraction","tag-bereiter","tag-cognition","tag-composition","tag-empiricism","tag-experience","tag-hierarchy","tag-inquiry","tag-levels","tag-methods","tag-models","tag-process","tag-products","tag-purposes","tag-reflection","tag-research","tag-rhetoric","tag-rules","tag-scardamalia","tag-scheme","tag-teleology","tag-theory","tag-topics","tag-variables","tag-writing"],"yoast_head":"\nScardamalia and Bereiter, "Levels of Inquiry in Writing Research" - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2007\/06\/14\/scardimalia-and\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Scardamalia and Bereiter, "Levels of Inquiry in Writing Research" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 4 minsBereiter, Carl, and Marlene Scardamalia. "Levels of Inquiry in Writing Research." Research On Writing: Principles and Methods. Peter Mosenthal, Lynne Tamor, and Sean A. Walmsley, eds. 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Hayes. \"Designing Protocol Studies of the Writing Process: An Introduction.\" New Directions In Composition Research. Richard Beach and Lillian S. Bridwell, eds. New York: Guilford, 1984. 53-71. The team of authors present this essay as a practical variation of protocol analysis much\u2026","rel":"","context":"In "Models"","block_context":{"text":"Models","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/models\/"},"img":{"alt_text":"flowerhayes1984.jpg","src":"https:\/\/i0.wp.com\/eris.earthwidemoth.com\/assets_c\/2007\/08\/flowerhayes1984-thumb-400x340.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":7102,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/08\/01\/flower-and-haye-1\/","url_meta":{"origin":7099,"position":1},"title":"Flower and Hayes, "Uncovering Cognitive Processes in Writing: An Introduction to Protocol Analysis"","author":"Derek Mueller","date":"August 1, 2007","format":false,"excerpt":"Hayes, John R., and Linda S. Flower. \"Uncovering Cognitive Processes in Writing: An Introduction to Protocol Analysis.\" Research On Writing: Principles and Methods. Peter Mosenthal, Lynne Tamor, and Sean A. Walmsley, eds. New York: Longman, 1983. 207-220. 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In one sense, then, this essay is an account of uptake. But there're more. Pemberton\u2026","rel":"","context":"In "Models"","block_context":{"text":"Models","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/models\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7006,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/25\/foster-what-are\/","url_meta":{"origin":7099,"position":3},"title":"Foster, “What Are We Talking About…Composition”","author":"Derek Mueller","date":"July 25, 2006","format":false,"excerpt":"Foster, David. \"What Are We Talking About When We Talk About Composition?\" JAC 8 (1988): 30-40. Foster sets up a tension between scientistic and humanistic approaches to composition by giving a reading of three seminal texts: Beach and Bridwell's New Directions in Composition (1984), Hillocks's Research on Written Composition (1986),\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7885,"url":"https:\/\/www.earthwidemoth.com\/blog\/2020\/04\/19\/note-on-contentment-note-on-fire\/","url_meta":{"origin":7099,"position":4},"title":"Note on Contentment; Note on Fire","author":"Derek Mueller","date":"April 19, 2020","format":false,"excerpt":"I've held for what months or longer this excerpt from Ram Dass, posted at Revoked some time before they shed space suit for some alternative astral way of being around. On contentment as method: In yoga, one of the methods is called 'contentment'. That\u2019s not a goal, that\u2019s a method.I\u2026","rel":"","context":"In "Methods"","block_context":{"text":"Methods","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/method\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6993,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/05\/phelps-the-doma\/","url_meta":{"origin":7099,"position":5},"title":"Phelps, “The Domain of Composition”","author":"Derek Mueller","date":"July 5, 2006","format":false,"excerpt":"Phelps, Louise Wetherbee. \"The Domain of Composition.\" Rhetoric Review 4 (1986): 182-95. Phelps frames the field of composition studies by identifying its domain, a term she uses both as \"a scene of action\" and also \"a space one controls.\" Tracing through each of these senses of \"domain,\" Phelps accounts for\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7099","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=7099"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7099\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=7099"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=7099"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=7099"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}