1. Eva Lindgren Asbjørg Westum Hanna Outakoski Kirk Sullivan Disentangling fluency with multiple lenses and keystroke logging

2. Aim “broaden the understanding of fluency by looking more closely at how multilingual writers’ fluency varies during a writing session” How are rhetorically salient points in the final text produced? in terms of bursts, pauses, revisions? What passages are most fluent for writers? What defines the longest bursts?

3. Salient point: stipulative definition sums up the content, but does not repeat the task formulation; foregrounds certain key words or key phrases that are recurrent in the text as a whole, i.e. nouns and/or verbs that are repeated, or belong to the same semantic field; contains evaluative words or phrases that shows the writer’s attitude towards the subject matter or her audience.

4. Material Three 15-year-old writers from Sweden: Sammi Norway: Nikki Finland: Freddi Argumentative texts in their three languages Sami National language (Swedish, Norwegian, Finnish) English

5. Previous study: ”Meaning making across languages: a case study of three heritage language writers” Multicompetence: ”the compound state of a mind with two grammars” (Vivian Cook, 1991) Our main question: What meaning making devices can the writers move between languages?

6. Sammi’s characteristics Prefers writing descriptive texts about personal issues Topic and text type seems to be decisive to how much she will write Addresses her audience, often with questions Lots of emotional evaluations

7. Nikki’s characteristics Seems to prefer argumentation; even descriptive texts contain argumentative elements Addresses her audience Contrast is the preferred rhetorical device in her argumentations

8. Freddi’s characterestics Prefers argumentation to description; topics that call for a descriptive response evoke argumentation. Emotional evaluations are reoccurring elements in all texts Topic and text type not decisive for choice of rhetorical devices

9. Tasks The argumentative tasks: A school in a large city in the south is running a project in which they are learning about different parts of the country. This school has asked you and your classmates to write some texts for their project’s home page. Write around half a page (a full window on the computer). You can write for 45 minutes, but you decide when your text is ready. 1. Why is it important to think about the environment? 2. Why is it important to have access to computers and modern technology (such as vehicles and mobile phones)? 3. Why is it important that people live in the countryside?

10. Number of words in the argumentative texts Language NikkiSammiFreddi Sami2204354 NL284197139 English252124136

11. Sammi

12. Nikki

13. Freddi

14. What is difficult, and what is easy? DifficultEasy Passages where the writers want to combine facts and evaluation. Explanatory passages Repeating words/phrases from the task formulation Passages that relate to the social side of language Questions to the audience Emotional expressions

15. What are the causes behind revisions? Misprints Cognitively difficult content Rejected ideas Grammatical constructions, vocabulary, spelling etc. Combination of cognitive and linguistic difficulties

16. Thank you for listening!