journal article Show
Educational Psychology Review Vol. 11, No. 3 (September 1999) , pp. 203-270 (68 pages) Published By: Springer https://www.jstor.org/stable/23361498 Read and download Log in through your school or library Abstract Writing produces generally positive, but inconsistent, effects on learning. The reasons for this inconsistency are unknown. This review examines four hypotheses about writing-to-learn: Writers spontaneously generate knowledge "at the point of utterance" (Britton, 1980/1982); writers externalize ideas in text, then reread them to generate new inferences (Young and Sullivan, 1984); writers use genre structures to organize relationships among elements of text, and thereby among elements of knowledge (Newell, 1984); and writers set rhetorical goals, then solve content problems to achieve these goals (Bereiter and Scardamalia, 1987; Flower and Hayes, 1980a). These four hypotheses invoke different aspects of writing, and so are mutually compatible. The genre hypothesis has been supported by empirical research; the other three hypotheses have been tentatively supported by research concerning writing-to-learn, or indirectly supported by other research concerning learning or writing. Further investigation is needed concerning: The empirical validity of the four hypotheses, and interactions among the processes that they identify; the declarative and procedural knowledge that underpins writing-to-learn; and the educational effectiveness of applying cognitive strategy instruction to learning through writing. Journal Information Educational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, and research-based advice for practitioners - all pertaining to the field of educational psychology. The contents provide breadth of coverage appropriate to a wide readership in educational psychology and sufficient depth to inform the most learned specialists in the discipline. Publisher Information Springer is one of the leading international scientific publishing companies, publishing over 1,200 journals and more than 3,000 new books annually, covering a wide range of subjects including biomedicine and the life sciences, clinical medicine, physics, engineering, mathematics, computer sciences, and economics. Rights & Usage This item is part of a JSTOR Collection. journal article Research on Revision in WritingReview of Educational Research Vol. 57, No. 4 (Winter, 1987) , pp. 481-506 (26 pages) Published By: American Educational Research Association https://doi.org/10.2307/1170433 https://www.jstor.org/stable/1170433 Read and download Log in through your school or library Read Online (Free) relies on page scans, which are not currently available to screen readers. To access this article, please contact JSTOR User Support. We'll provide a PDF copy for your screen reader.With a personal account, you can read up to 100 articles each month for free. Get StartedAlready have an account? Log in Monthly Plan
Yearly Plan
Purchase a PDFPurchase this article for $29.00 USD. Purchase this issue for $94.00 USD. Go to Table of Contents. How does it work?
Abstract Views of revision and its role in writing have changed dramatically over the last two decades. This article first presents a historical perspective on revision and suggests a contemporary definition of revision. Next, it reviews research methods for examining revision. The evolving methods mirror the recent reconceptualization of revision by enabling investigation of the following: meaningful revision activity, not just editorial actions; the revision process as well as the revision products; and revision as it occurs at several points in writing. Findings from research on revision are synthesized, conclusions about the results are given, and limitations of the research are examined. Journal Information Review of Educational Research (RER) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues. Publisher Information The American Educational Research Association (AERA) is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. Its 20,000 members are educators; administrators; directors of research, testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented by the membership includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science. Rights & Usage This item is part of a JSTOR Collection. What can we conclude about the comparison between experts and nonexperts with respect to writing group of answer choices?What can we conclude about the comparison between experts and nonexperts, with respect to writing? An expert writer pays more attention to transitions between ideas. Which of the following is true about bilingual individuals? They perform better on concept-formation tasks than monolingual individuals.
What can we conclude about the relationship between attitudes and proficiency in a second language quizlet?What can we conclude about the relationship between attitudes and proficiency in a second language? People who are positive toward speakers of another language are likely to learn that language more quickly than those who are neutral or negative about that group.
What can we conclude about age of acquisition and mastery of a second language quizlet?What can we conclude about the relationship between a person's age of acquisition of a second language and his or her mastery of grammar? the answer depends on the match between the two languages, as well as the amount of education in the second language.
When we speak we need to produce the words one at a time which is a difficult task this aspect of speech production is called?When we speak, we need to produce the words one at a time, which is a difficult task. This aspect of speech production is called. linearization. One reason that psychologists conduct relatively little research on language production is that.
|
When revising their papers first year college students are more likely than expert writers to?
Urheberrechte © © 2024 ketiadaan Inc.
