Coding arguments Since the focus of the study is not to qualitatively assess arguments, the coding was simplified

and 4 segments were established for pause analysis. Texts were thus coded for pauses within the segment Introduction, segment Arguments for, segment Arguments against, and segment Conclusion. In practice, the pauses falling under these categories are not fine grained and do not give specific information on either syntactic or meta-coding issues. (ovde moze analiza da se naprae koja preovladue spored segment). The table below illustrates the coding approach. The first column shows pauses measured in seconds, the second column contains the writing activity and the fourth column is the coding of the argumentative essay. The selected example is very interesting since one paragraph arguing for the issue was generated towards the end of the writing session, when the writer was actually generating counterarguments. A comparison with the excerpt from the text file illustrates the observation. Table 1. Coding arguments for and against
pa use duration/sec production 68,733 tHIS < BACKSPACE5> This essay deals with < BACKSPACE11> will offer arguments for and agains prolonging 2,531 human life. At first, I will offer some arguments for human < BACKSPACE6> prolonging human life, which will be followed by arguments against prolonging human life 4,109 . Then I will conclude with my p< BACKSPACE31> 2,547 Then I will conclude by weighing the options against each other and see which 2,546 seems to s< BACKSPAC E13> 2,516 < BACKSPACE1> conclusion I will < at BACKSPACE7> BACKSPACE1> s< will come out of this question.< RETURN2> 2,063 < BACKSPACE1> Prolonging you< BACKSPACE3> human life, and youth for that matter, offers us human < BACKSPACE1> the opportunity to s 2,953 3,328 4,187 3,281 2,828 3,015 2,375 6,890 5,843 2,140 2,125 2,219 2,735 3,187 2,156 4,859 4,172 8,281 3,421 4,890 2,938 3,937 2,360 7,578 4,062
be a part of our families for a longer time. We will be able to see our children, the< BACKSPAC our children's childre, a< E3> BACKSPACE3> and rth< n, BACKSPACE3> their children for that matter, grow to become adults, have < BACKSPACE5> and have families and careers of their own. In addition, < BACKSPACE14>In addition, if we live longer, we c< BACKSPACE1> would have longer time to improve,< BACKSPACE1> issues such as poverty, hunger, wars, and even moral issues co< BACKSPACE2> such as greed (regarding money), < BACKSPACE2> . < UP3> DOWN2> RIGHT3> LEFT31> RETURN2> DOWN1> UP1> BACKSPACE1> DOWN1> UP2> DOWN1> RETURN1> DOWN1> RIGHT24> RETURN2> < < < < < < < < < < < < < < Another is< BACKSPACE2> argument that supports prolonging life is that people < BACKSPACE6> scientists, and ev< BACKSPACE2> the avarage human for that matter, will have longer time to improve nature, regarding recycling and maybe even produce materials that do not damage the ozone layer or anything else concerning nature and the animals found in it. < RETURN2> The biggest problem I see with prolonging life is overcrowding earth with people. Most li< BACKSPACE2> habitable countries will turn out to be over populated, and we humans would need to find other planets to live on, which < BACKSPACE5> hich might take a lot of time to plan, < BACKSPACE2>and do for < BACKSPACE5> and will most like < , BACKSPACE1> be very costly. ly < RETURN2> In addition, offering any kind of

coding
Introduction Introduction Introduction Introduction Introduction Introduction arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments for arguments against arguments against arguments against arguments against arguments against arguments against arguments against arguments against

This essay will offer arguments for and agains prolonging human life. At first, I will offer some arguments for prolonging human life, which will be followed by arguments against prolonging human life. Then I will conclude by weighing the options against each other and see what conclusion will come out of this question.

Prolonging human life, and youth for that matter, offers us humans the opportunity to be a part of our families for a longer time. We will be able to see our children, our children's children, and their children for that matter, grow to become adults, and have families and careers of their own. In addition, if we live longer, we would have longer time to improve issues such as all kinds of diseases like AIDS or cancer, we could eliminate poverty, hunger, wars, and even moral issues such as greed (regarding money). As an example, a specific TV series called Star Trek (can't remember the undertitle) had a life without money, and rather exchanged goods and knowledge about technology and things like that, and improved relationships with other cultures anywhere in the surrounding galaxy.(this paragraph was inserted later during the production of arguments against and is therefore not seen in this excerpt) Another argument that supports prolonging life is that scientists, and the avarage human for that matter, will have longer time to improve nature, regarding recycling and maybe even produce materials that do not damage the ozone layer or anything else concerning nature and the animals found in it. (excerpt from final text file)

Syntactic unit coding Paragraphs In order to identify paragraphs the RETURN key was identified and subsequently double-checked with a clean text extracted from the LIN files where paragraphs are readily visible. One remark concerning the coding is related to some specific cases where pauses are used for movement before a paragraph opening. Such pauses, as exemplified below, are ascribed to the paragraph and summed. The reason why this principle was adopted in the coding was the assumption that writers might be reading during such movements and thinking what to generate next1. However, if such movements were interspersed with editing, the pauses were not assigned to the paragraph. It may be assumed that resources would be split between the activity of editing and thinking what to generate next which depletes the memory pool for producing further content. In this context it may well be argued that experienced writers would not find it difficult to execute all processes simultaneously. The first example is an illustration of a paragraph pause and the second exemplifies several movement pauses before a paragraph opening. a) Pause before paragraph opening
would not break at sea or drown. We could secure towns that live next to volcanos so their houses won't get destroyed, and we could also prevent damages in other natural disasters like tsunamis or anything similar.

Writers may reread what they have written in order to shape what to generate next (Hayes, 1996, p.6). But, revision also includes reading as a subpart (Hayes, 1996, p.15). Breetvelt, den Bergh and Rijlaarsdam (1996, p.12) propose that apart from serving revision, rereading might function as a tool for generating information.

The biggest problem I see with prolonging life is overcrowding earth with people. Most habitable countries will turn out to be over populated, and we humans would need to find other planets to live on, which might take a lot of time to plan and do, and will most likely be very costly. (excerpt from the text file)

8,28

The biggest problem I see with prolonging life is overcrowding earth with

b) Pauses before a paragraph opening which involve movement

materials that do not damage the ozone layer or anything else concerning nature and the animals found in it. We also have opportunity to improve living conditions if we were to live longer. We could work on designing houses that would stand any earthquake

14,484 2,078 2,110 2,421

< UP15> < UP2> LEFT1> UP1> < < < DOWN1> < LEFT1> RETURN2> also have opportunity to improve living contiit< < We BACKSPACE4> ditions

Before sentences For the purpose of this study a sentence was defined orthographically, that is a sentence was considered as anything which is contained between a capital letter and a full stop.
The sentences in this case were identified by locating capital letters after a period [ .*CAP.L*]. However, sentences may also be recognized according to the capital letters as well. In this context few occurrences were deemed problematic and solutions that were undertaken are exemplified below. Example a) illustrates how the coding was performed for cases where the writer wants to start a new sentence, produces one letter, deletes it and then continues. In such cases, only the first and the third pause were recorded as belonging to the sentence onset because the second pause is an editing pause and again the attention for production is clearly shared between thinking what to say and the cognitive activity of editing. a) . 3,078 W

2,344<BACKSPACE1> 5,999 We could

The next example illustrates a more complex instance of sentence production where production and editing are closely intertwined. Here, the writer thought for 6, 5 seconds to produce a new sentence, then produced text and deleted it in the same pause. The next pause sees the production of a whole sentence.

In the third pause, the author decides to delete what he/she produced and composes the third and final sentence after three attempts. In such cases all three pauses are recorded as belonging to the sentence onset. b) 6,485 Does <BACKSPACE1><BACKSPACE1><BACKSPACE1> 2,500 <BACKSPACE1><BACKSPACE1>Do we not already have enough problem with over-population? 2,094<BACKSPACE56><BACKSPACE1><BACKSPACE1><BACKSPACE1><BACKSPACE1>As overpopulation is already

c) The third example involves movements before a sentence onset. In this case the pause is assigned to the sentence. 11,203<UP4><LEFT1><UP5><LEFT1><UP10><LEFT1><UP3><LEFT1><UP2><L EFT1><UP5><DOWN5><RIGHT1><DOWN2><RIGHT1><LEFT1> As an example,
WHEN MOVEMENTS ARE INTERSPERSED WITH EDITING, EDITING pauses ARE LEFT OUT Pauses surrounding conjunctions Junctures between clauses within a sentence are strong attractors for pauses. In this context it must be observed that pauses immediately following the coordinating or subordinating conjunction were assigned to this category. The motivation behind this principle lies in the higher hierarchy level of this juncture and the ???? a) Pause before the conjunction

5,59 2,66

If these numbers do not change and the inequality between

b) Pause immediately after the conjunction is assigned to that instead of the determiner
It was th after the 19th century that 2,20 our population stat rted too increase c) Pauses dividing a dependent from an independent clause by interpunction

2,52 3,49

. Because we would feel that well we have time to spend in the labb , we can delay creatinga a family and we can delay to celebreate things

Noun phrase

Pauses were identified before a noun phrase (boundary) and within a noun phrase. Examples a and b illustrate the coding. It must be noted here that pauses immediately before and after determiners are very prominent.

a) the <3,328>documentary
b) 2,687<the ideal of less developed areas Verb phrase Pauses in the verb phrase were identified at the boundary as in example a) and in verbal phrases such as in example b). a) many people <2,44> decide to have

b) we could <5,39> invent

Prepositional phrase Finally boundary and within pauses were recorded for the prepositional phrase as illustrated below. a) people drive cars 3,64 in the future b) overcrowding earth with 3,42 people

Conjuncts, discourse markers This category was established due to findings in L2 research that such expressions attract pauses.

a) Secondly,< 2,25 >another benefit that can b) In addition, 4,19 if we live longer

Word The final category was the word and pauses were identified both before and within a word. This category was the least represented in the total recorded pauses. a) issues such as poverty, 2,83 hunger,

b) on the operat 2,14 ing table

Meta coding In the meta coding approach 7 categories were established. a) Pauses that involve only movement

5,531

<LEFT1><RIGHT1><LEFT75><RIGHT33><UP1 >

b) Pauses for editing

3,515

<BACKSPACE1><BACKSPACE1><BACKSPACE1> <BACKSPACE1>

c) Pauses that combine movement and editing

37,35 0

<BACKSPACE1><BACKSPACE1><BACKSPACE1><BACKSPACE1><BACKSPACE1><BACKSPACE1><BACKSPACE1><BACKSPACE1><BACKSPACE FT52><DOWN1><DOWN1><UP1><UP1>

d)

Pauses for text production only

2,438
e)

Obviously advances in technology and life expectancy might bring

Pauses that combine text production and editing

12,000 M<BACKSPACE1>Wit<BACKSPACE1><BACKSPACE1><BACKSPACE1>If the human population ge<BACKSPACE1>rowth would be <BACKSPACE1><BACKSPACE1><BACKSPACE1>not be controlled,

f)

Pauses that combine movement and text production

2,984
g)

< UP3> R T57> kinds of < IGH all

Pauses that combine editing, text production and movement

2,453

< BACKS E1> B KS E1 , < KS E < ACKS E1>< KS E1> and fish< PAC < AC PAC > BAC PAC 1> B PAC BAC PAC , LEFT1> LEFT1> LEFT1> LEFT1> L < < < < EFT1> LEFT1> L < <EFT1> LEFT1> LEFT1> BAC < < < KS

Some borderline cases were deemed problematic and the issue is discussed below.

For instance, one borderline case which was covered by the category movement and editing is the following example: 8,000 <LEFT76><RIGHT75><BACKSPACE1>? In this particular case, the backspace key is pressed only once which means that no editing has occurred but rather one stroke to move the cursor backwards. In the spreadsheet developed for the present study this nuance has not been achieved and for the sake of efficiency such borderline cases fall within the category editing plus movement. To illustrate the opposite case, the difference in the example below is clear. The writer was moving within the text and deleted 48 characters. 4,657<RIGHT6><LEFT1><BACKSPACE48>

In reference to editing pauses they may be take many forms. To take but a few examples, within a pause the writer may correct a typo such as in example a) or produce a phrase and delete it as in b). DRUG I PRIMERI a) 2,468 There are ne<BACKSPACE1>umer b) 2,687 turned into dark<BACKSPACE15>

8,906 <DOWN7><RIGHT1><DOWN5><RIGHT1><DOWN4>

A sentence can also be defined in orthographic terms alone, i.e., ^ Halliday, M.A.K. and Matthiessen, C.M.I.M.
2004. An Introduction to Functional Grammar. Arnold: p6.