dorsal/arxiv
View SchemaRealizing a New Research Agenda for Writing-to-Learn: Embedding Process in Context
| Authors | Lisa M. Hermsen, Scott V. Franklin |
|---|---|
| Categories | |
| ArXiv ID | physics/0609070 |
| URL | https://arxiv.org/abs/physics/0609070 |
Abstract
Writing-to-learn initiatives such as Writing Across the Curriculum or Writing in the Disciplines occupy the center of writing programs nationwide. Nevertheless, research to support the core of the writing-to-learn philosophy--that the writing process can facilitate content learning--is, at best, inconclusive. Calls for additional research have noted the importance of either additional cognitive analyses or new contextual research methods. This paper argues for a unique research agenda that would embed cognitive processes into disciplinary contexts and thus provide a layered, multi-modal research approach into writing and learning.
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"abstract": "Writing-to-learn initiatives such as Writing Across the Curriculum or Writing\nin the Disciplines occupy the center of writing programs nationwide.\nNevertheless, research to support the core of the writing-to-learn\nphilosophy--that the writing process can facilitate content learning--is, at\nbest, inconclusive. Calls for additional research have noted the importance of\neither additional cognitive analyses or new contextual research methods. This\npaper argues for a unique research agenda that would embed cognitive processes\ninto disciplinary contexts and thus provide a layered, multi-modal research\napproach into writing and learning.",
"arxiv_id": "physics/0609070",
"authors": [
"Lisa M. Hermsen",
"Scott V. Franklin"
],
"categories": [
"physics.ed-ph"
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"title": "Realizing a New Research Agenda for Writing-to-Learn: Embedding Process in Context",
"url": "https://arxiv.org/abs/physics/0609070"
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