People, Processes, and Products: The Triple Narrative that Awakens Writing


The main objective of this training school is to bring together a group of international PhD students and Post-doc researchers and introduce them to the ways in which multiple perspectives interact in the research of and practice of writing as well as the techniques used to explore them.
By bringing together experts and junior researchers, we hope to support and further stimulate research in the domain of writing.

The main topics of the TS included:

  • Learning to write and learner characteristics. Learner characteristics have been identified as crucially important to writing outcomes. Sessions will examine this within the context of the learner themselves, the pedagogy they are undertaking and the contribution SEM makes to this field of research.
  • Capturing and analysing writing process data. It is important to understand the cognitive processes that underpin writing in order for us to develop strategies to improve writing both in education and professional contexts. The purpose of this theme is to consider the usefulness of keystroke logging and eye tracker technology in furthering what we know about those processes. In addition to this, there will also be an opportunity to gain knowledge about a new handwriting tool that has been developed.
  • Assessing and deciphering text quality. Many researchers in writing will be familiar with writers who face different challenges. Within this theme there is a special focus on people with dyslexia and dyspraxia as well as those who are encountering more pervasive general language difficulties. The main aim is to examine the impact of diagnoses such as these on writing processes and text production. In particular, one of the key questions is in relation to how texts might be analysed in this context using curriculum-based measures (CBM).
  • Interventions, identity and qualitative methods. With so much worthwhile research conducted on understanding learning characteristics and processes within writing, this lecture theme explores different approaches to applying that knowledge to classroom-based interventions (from controlled quasi-experimental to more qualitative and mixed approaches) in order to provide broader view of why and how interventions could be used in writing research. Further, one of the main challenges for any writer is to develop their own personal or professional identity and voice within their writing. This can also be explored through a number of mixed method techniques.


The training school is organized at Liverpool Hope University. The university is situated in a leafy suburb of Liverpool and there are accessible transport connections into the city centre. The city was granted European Capital of Culture status in 2008 in recognition of the diversity of historic and cultural experience gained by visitors to Liverpool.


Lorna Bourke
Simon Davies


Anne-Marie Adams: Liverpool John Moores University | Specialised in learner characteristics and phonological coding skills
Montserrat Castello Badia: Ramon Llull University| Specialised in the use of mixed methods including qualitative research to understand the identity, voice and self-regulation in writers
Lorna Bourke: Liverpool Hope University | Specialised in working memory and young children’s early writing skills
Vince Connelly: Oxford Brookes University | Specialised in the development of writing processes in the context of dyslexia, dysgraphia and SLI using digital analysis tools
Simon Davies: Liverpool Hope University | Specialised in statistical training in SPSS. 
Julie Dockrell: University College London | Specialised in the analysis of the linguistic components of writing in the context of children with and without specific literacy challenges. 
David Galbraith: University of Southampton | Specialised in writing and cognitive processes. 
Teresa Limpo: University of Porto | Specialised in the analysis of the impact of learner characteristics through structural equation modelling. 
Eva Lindgren: Umea University | Specialised in the development and evaluation of intervention programmes in Education.
Guido Nottbusch: University of Potsdam | Specialised in eye-movement research and has developed a new tool for the analysis of handwriting. 
Mark Torrance: Nottingham Trent University | Specialised in the use of the eye-tracker and keystroke logging for understanding the processes involved in writing. 


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