Conceptualizing and Measuring Knowledge Change Due to Writing

This article reviews the recent complex and somewhat confus- ing evidence on writing-to-learn and discusses why this lack of clarity exists. It then draws on the field of cognitive psychology to offer a way to reconceptualize how researchers might approach the study of the impact of writing on learning. This reconceptualization involves a modification in both how researchers select writing tasks and condi- tions in writing-to-learn...