Hearing Ourselves Think : Cognitive Research in the College Writing Classroom

Hearing Ourselves Think : Cognitive Research in the College Writing Classroom

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In Hearing Ourselves Think, cognitive process research moves from the laboratory to the college classroom, where its rich research tradition continues and an important new set of instructional approaches emerges. Each chapter moves from research results to classroom action, providing a direct and important link between research, theory, and practice. The book develops the concept of the research-based classroom in which students actively examine the processes and contexts of reading and writing and then turn their observations into principles for practice. Hearing Ourselves Think contributes to a lively new tradition of socio-cognitive research in writing and reading, exploring the dynamics of cognitive processes as they interact with dimensions of the academic context.These familiar text structures or schemata can streamline the writing process and help students select organizing ideas quickly (Hillocks, 1986). ... In an analysis of high school studentsa#39; texts, Applebee, Durst, and Newell (1984) found that, as students moved into more analytical writing, they ... Studentsa#39; persuasive essays often consist of aquot;a list of baldly stated, unelaborated reasonsaquot; (Crowhurst, 1991, p .

Title:Hearing Ourselves Think : Cognitive Research in the College Writing Classroom
Author: Ann M. Penrose Assistant Professor of English North Carolina State University, Barbara M. Sitko Assistant Professor of English Washington State University
Publisher:Oxford University Press, USA - 1993-05-11

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