Sinossi
In a brief summary, the debate concerning the nature of writing processes is about whether the essential characteristic of expertise in writing is a matter of mastering problem-solving strategies. In this respect, the role of social and interactive factors, such as writers' familiarity with the particular genre in which they are writing and their relationship with the discourse community in which they are participating, have been pointed out (e.g. Nystrand, 1989). According to the socio-interactive approach, which refers to Vygotsky's theory, the composition process is a dialogue between the writer and the reader made possible by socially shared knowledge. The meaning of a text is a social construct that is negotiated between the reader and the writer through the medium of the text. The importance of motivational aspects has also been highlighted by two main lines of research, studies of the relationship between writing and self-efficacy (e.g. Pajares & Johnson, 1994, 1996) and studies of the role of interest in the production of expository texts (e.g. Albin, Benton & Khramtsova, 1996; Benton, Corkill, Sharp, Downey, Khramtsova, 1995; Hidi & McLaren, 1990, 1991). Self-efficacy, in this context individuals' beliefs about their ability to produce certain types of texts, have been found to be predictive of writing skills, strategy use and writing performance.
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Contenuti
Prologue; D.R. Olson. Writing as a Learning Tool: An Introduction; P. Tynjälä, et al. Writing to Learn: One Theory, Two Rationales; N. Nelson. Writing, Learning and the Development of Expertise in Higher Education; P. Tynjälä. On the Ecology of Classroom Instruction: The Case of Writing in High School English and Social Studies; M. Nystrand, et al. Writing to Learn, Writing to Transfer; P. Boscolo, L. Mason. Sequential Writing Tasks' Influence on Science Writing; B.M. Hand, et al. Note Taking and Essay Writing; V. Slotte, K. Lonka. Portfolio: Integrating Writing, Learning and Assessment; P. Linnakylä. New Technology, Writing and Learning; J. Hartley, P. Tynjälä. References. Name Index. Subject Index. List of Contributors.
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Writing as a Learning Tool: Integrating Theory and Practice (Studies in Writing, 7)
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Buch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book is an outstanding account of the current state of using writing in service of learning. It presents psychological and educational foundations of the writing across the curriculum movement and describes writing-to-learn practices implemented at different levels of education, ranging from elementary school to higher education. It also puts the question into the broader context of schooling and society, including writing and modern technology. Writing as a Learning Tool provides concrete applications and ideas about how to enhance student learning by means of writing. It pictures writing being more than a mere skill. Writing is an act for making meaning and advancing thinking. This book provides inspiration and insight for everybody who wants to go beyond their current understanding of writing. 232 pp. Englisch. Codice articolo 9780792368779
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Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This book is an outstanding account of the current state of using writing in service of learning. It presents psychological and educational foundations of writing across the curriculum movement and describes writing-to-learn practices implemented at diff. Codice articolo 5969754
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Buch. Condizione: Neu. Neuware -In a brief summary, the debate concerning the nature of writing processes is about whether the essential characteristic of expertise in writing is a matter of mastering problem-solving strategies. In this respect, the role of social and interactive factors, such as writers' familiarity with the particular genre in which they are writing and their relationship with the discourse community in which they are participating, have been pointed out (e.g. Nystrand, 1989). According to the socio-interactive approach, which refers to Vygotsky's theory, the composition process is a dialogue between the writer and the reader made possible by socially shared knowledge. The meaning of a text is a social construct that is negotiated between the reader and the writer through the medium of the text. The importance of motivational aspects has also been highlighted by two main lines of research, studies of the relationship between writing and self-efficacy (e.g. Pajares & Johnson, 1994, 1996) and studies of the role of interest in the production of expository texts (e.g. Albin, Benton & Khramtsova, 1996; Benton, Corkill, Sharp, Downey, Khramtsova, 1995; Hidi & McLaren, 1990, 1991). Self-efficacy, in this context individuals' beliefs about their ability to produce certain types of texts, have been found to be predictive of writing skills, strategy use and writing performance.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 232 pp. Englisch. Codice articolo 9780792368779
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Buch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - In a brief summary, the debate concerning the nature of writing processes is about whether the essential characteristic of expertise in writing is a matter of mastering problem-solving strategies. In this respect, the role of social and interactive factors, such as writers' familiarity with the particular genre in which they are writing and their relationship with the discourse community in which they are participating, have been pointed out (e.g. Nystrand, 1989). According to the socio-interactive approach, which refers to Vygotsky's theory, the composition process is a dialogue between the writer and the reader made possible by socially shared knowledge. The meaning of a text is a social construct that is negotiated between the reader and the writer through the medium of the text. The importance of motivational aspects has also been highlighted by two main lines of research, studies of the relationship between writing and self-efficacy (e.g. Pajares & Johnson, 1994, 1996) and studies of the role of interest in the production of expository texts (e.g. Albin, Benton & Khramtsova, 1996; Benton, Corkill, Sharp, Downey, Khramtsova, 1995; Hidi & McLaren, 1990, 1991). Self-efficacy, in this context individuals' beliefs about their ability to produce certain types of texts, have been found to be predictive of writing skills, strategy use and writing performance. Codice articolo 9780792368779
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