By Ann M. Penrose, Barbara M. Sitko
In listening to Ourselves imagine, cognitive procedure study strikes from the laboratory to the varsity school room, the place its wealthy learn culture maintains and an immense new set of tutorial techniques emerges. each one bankruptcy strikes from study effects to lecture room motion, supplying a right away and demanding hyperlink among learn, idea, and perform. The e-book develops the idea that of the research-based school room within which scholars actively study the methods and contexts of studying and writing after which flip their observations into ideas for perform. listening to Ourselves imagine contributes to a full of life new culture of socio-cognitive examine in writing and examining, exploring the dynamics of cognitive strategies as they have interaction with dimensions of the educational context.
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Additional info for Hearing Ourselves Think: Cognitive Research in the College Writing Classroom (Social and Cognitive Studies in Writing and Literacy)
1990). The cultural imperative underlying cognitive acts. , & Peck, W. ), Reading to Write: Exploring a cognitive and social process (pp. 194-218). New York: Oxford University Press. Meyer, B. J. F. (1982). Reading research and the composition teacher: The importance of plans. College Composition and Communication, 33, 37-49. Meyer, B. J. F. (1985). Prose analysis: Purposes, procedures, and problems. In B. K. Britton & J. ), Understanding expository text (pp. 11-64). Hillsdale, NJ: Lawrence Erlbaum.
It follows, at least pedagogically, that we can help students to think critically about what they read and to establish an intellectual project of their own. In this chapter, I explore some of the ways teachers have tried to foster students' sense of authorship and then propose a set of strategies that underscore the relationship between reading and writing that constructivist theories help us to understand. Of particular interest are two questions: How do writers make use of what they read in furthering their goals as authors?
Reading research and the composition teacher: The importance of plans. College Composition and Communication, 33, 37-49. Meyer, B. J. F. (1985). Prose analysis: Purposes, procedures, and problems. In B. K. Britton & J. ), Understanding expository text (pp. 11-64). Hillsdale, NJ: Lawrence Erlbaum. Nystrand, M. (1986). The structure of written communication: Studies in reciprocity between writers and readers. Orlando: Academic Press. Nystrand, M. (1990). Sharing words: The effects of readers on developing writers.