Literaturnachweis - Detailanzeige
| Autor/in | Penrose, Ann |
|---|---|
| Titel | Individual Differences in Composing: Exploring Consequences for Learning through Writing. |
| Quelle | (1986), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Cognitive Processes; Content Area Writing; Higher Education; Learning Processes; Research Needs; Teaching Methods; Writing (Composition); Writing Improvement; Writing Instruction; Writing Processes; Writing Research; Writing Skills |
| Abstract | Noting that the claim that writing is a way to learn underlies most writing across the curriculum programs, this paper provides an overview of recent research results supporting the claim and emphasizes the need for more research in this area. The paper first identifies three dominant interpretations in the writing across the curriculum literature: (1) affective dimension, (2) social dimension, and (3) cognitive dimension, and cites research that explains each of these dimensions. The paper states that two qualifications should be added to the claim that writing is a way to learn, the first being dependent upon what kind of writing is discussed and the second being dependent upon the individual doing the writing. The paper then discusses studies that look at the effects of different writing tasks on learning and studies that reveal individual differences among writers. Finally, the paper concludes by stating that writing across the curriculum has generally been perceived as a pedagogical and administrative concern rather than as an area for research, a perception that may have caused the concept to suffer in terms of both public relations and personal growth. (DF) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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