Writing as a learning activity /
Writing as a learning activity /
Edited by Perry D. Klein, Pietro Boscolo, Lori C. Kirkpatrick, Carmen Gelati.
- 1 online resource.
- Studies in writing ; 28 .
- Studies in Writing 28. Language and Linguistics E-Books Online, Collection 2014, ISBN: 9789004262478. .
Includes bibliographical references and index.
Front Matter / New Directions in Writing as a Learning Activity / Writing to Argue: Writing as a Tool for Oral and Written Argumentation / Writing as a Vocabulary Learning Tool / Supportive Writing Assignments for Less Skilled Writers in the Mathematics Classroom / Writing to Engage Students in Historical Reasoning / Writing to Learn from Multiple-Source Inquiry Activities in History / Strategy Instruction in Writing in Academic Disciplines / Writing a Synthesis from Multiple Sources as a Learning Activity / Summary Writing as a Tool for Improving the Comprehension of Expository Texts: An Intervention Study in a Primary School / Moving from “Fuzziness” to Canonical Knowledge: The Role of Writing in Developing Cognitive and Representational Resources / Writing about Reading to Advance Thinking: A Study in Situated Cognitive Development / University Students’ Knowledge Construction during Face to Face Collaborative Writing / Knowledge Construction in Collaborative Science Writing: Strategic Simplicity, Distributed Complexity, and Explanatory Sophistication / References / Indexes / Perry D. Klein , Pietro Boscolo , Lori C. Kirkpatrick and Carmen Gelati -- Perry D. Klein , Pietro Boscolo , Carmen Gelati and Lori C. Kirkpatrick -- Silvia Del Longo and Lerida Cisotto -- Kenan Dikilitas and Jerome C. Bush -- Markus Linnemann and Sabine Stephany -- Jannet van Drie , Carla van Boxtel and Martine Braaksma -- Jennifer Wiley , Brent Steffens , M. Anne Britt and Thomas D. Griffin -- Charles A. MacArthur -- Mar Mateos , Isabel Solé , Elena Martín , Isabel Cuevas , Mariana Miras and Nuria Castells -- Carmen Gelati , Nicoletta Galvan and Pietro Boscolo -- Brian Hand , Mary Grace Villanueva and Sae Yeol Yoon -- Charles Bazerman , Kelly Simon and Patrick Pieng -- Minna Nykopp , Miika Marttunen and Leena Laurinen -- Perry D. Klein -- Perry D. Klein , Pietro Boscolo , Lori C. Kirkpatrick and Carmen Gelati -- Perry D. Klein , Pietro Boscolo , Lori C. Kirkpatrick and Carmen Gelati.
Writing as a learning activity offers an account of the potentials of writing as a tool for learning. Four aspects of writing emerge particularly clearly through the chapters. First, writing to learn depends on the cognitive strategies of the writer; instruction in such strategies contributes significantly to the ability to use writing as a learning tool. Secondly, strategies for writing and reasoning are largely specific to academic disciplines. Thirdly, writing is not, as traditionally conceived, only an individual ability, but also an activity that is social. It is a collaborative practice facilitated by representational tools-- books, computer, notes, schemata, drawings, et cetera – by which knowledge is acquired, organized, and transformed at various levels of complexity. Fourthly, writing is a productive activity, exemplified by the varied and positive effects of writing on learning different subjects at various educational levels.
9789004265011
10.1163/9789004265011 DOI
2013049013
English language--Rhetoric--Study and teaching.
Report writing--Study and teaching.
PE1408 / .W77195 2014
808/.042071
Includes bibliographical references and index.
Front Matter / New Directions in Writing as a Learning Activity / Writing to Argue: Writing as a Tool for Oral and Written Argumentation / Writing as a Vocabulary Learning Tool / Supportive Writing Assignments for Less Skilled Writers in the Mathematics Classroom / Writing to Engage Students in Historical Reasoning / Writing to Learn from Multiple-Source Inquiry Activities in History / Strategy Instruction in Writing in Academic Disciplines / Writing a Synthesis from Multiple Sources as a Learning Activity / Summary Writing as a Tool for Improving the Comprehension of Expository Texts: An Intervention Study in a Primary School / Moving from “Fuzziness” to Canonical Knowledge: The Role of Writing in Developing Cognitive and Representational Resources / Writing about Reading to Advance Thinking: A Study in Situated Cognitive Development / University Students’ Knowledge Construction during Face to Face Collaborative Writing / Knowledge Construction in Collaborative Science Writing: Strategic Simplicity, Distributed Complexity, and Explanatory Sophistication / References / Indexes / Perry D. Klein , Pietro Boscolo , Lori C. Kirkpatrick and Carmen Gelati -- Perry D. Klein , Pietro Boscolo , Carmen Gelati and Lori C. Kirkpatrick -- Silvia Del Longo and Lerida Cisotto -- Kenan Dikilitas and Jerome C. Bush -- Markus Linnemann and Sabine Stephany -- Jannet van Drie , Carla van Boxtel and Martine Braaksma -- Jennifer Wiley , Brent Steffens , M. Anne Britt and Thomas D. Griffin -- Charles A. MacArthur -- Mar Mateos , Isabel Solé , Elena Martín , Isabel Cuevas , Mariana Miras and Nuria Castells -- Carmen Gelati , Nicoletta Galvan and Pietro Boscolo -- Brian Hand , Mary Grace Villanueva and Sae Yeol Yoon -- Charles Bazerman , Kelly Simon and Patrick Pieng -- Minna Nykopp , Miika Marttunen and Leena Laurinen -- Perry D. Klein -- Perry D. Klein , Pietro Boscolo , Lori C. Kirkpatrick and Carmen Gelati -- Perry D. Klein , Pietro Boscolo , Lori C. Kirkpatrick and Carmen Gelati.
Writing as a learning activity offers an account of the potentials of writing as a tool for learning. Four aspects of writing emerge particularly clearly through the chapters. First, writing to learn depends on the cognitive strategies of the writer; instruction in such strategies contributes significantly to the ability to use writing as a learning tool. Secondly, strategies for writing and reasoning are largely specific to academic disciplines. Thirdly, writing is not, as traditionally conceived, only an individual ability, but also an activity that is social. It is a collaborative practice facilitated by representational tools-- books, computer, notes, schemata, drawings, et cetera – by which knowledge is acquired, organized, and transformed at various levels of complexity. Fourthly, writing is a productive activity, exemplified by the varied and positive effects of writing on learning different subjects at various educational levels.
9789004265011
10.1163/9789004265011 DOI
2013049013
English language--Rhetoric--Study and teaching.
Report writing--Study and teaching.
PE1408 / .W77195 2014
808/.042071