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By Inez Tan and Sasha Stone  
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Guest Blogger: Minkyung Cho Writing is an interactive social act and a form of communication that involves negotiation between readers and writers. According to Direct and Indirect Effects model of Writing (Kim, 2020), perspective taking, one’s knowledge of their own mental and emotional states and inference about others’ mental and emotional states, is one of the skills that contributes to the meaning-making or negotiation process in multiple ways. Perspective taking is hypothesized to be important to establishing depth and coherence in writing via understanding the goal of the writing task, considering the needs of the audience, and developing a deep understanding of the source texts (Cho et al., 2021). In fact, the skills to express such complex thinking in writing becomes more crucial in the developmental stage of early adolescence, as transcription skills (e.g., spelling, handwriting) become increasingly automatized, allowing for one’s mental resources (e.g., working memory and attention) to be readily available for higher order thinking. Thus, for the majority of adolescents who developed fluent transcription skills, their cognitive resources become more accessible for complex reasoning processes such as perspective taking.  Does perspective taking matter in text-based analytical writing, a common genre taught in secondary schools?
By Jacob Steiss  Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here.
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WRITE Center: Writing Research to Improve Teaching and EvaluationThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C190007 to University of California, Irvine. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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