Reopening Inquiry into Cognitive Processes in Writing-To-Learn
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...
Paper Details
Title
Reopening Inquiry into Cognitive Processes in Writing-To-Learn
Published Date
Sep 1, 1999
Volume
11
Issue
3
Pages
203 - 270
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