By Ann M. Penrose, Barbara M. Sitko
In listening to Ourselves imagine, cognitive method examine strikes from the laboratory to the varsity school room, the place its wealthy study culture keeps and an incredible new set of educational methods emerges. every one bankruptcy strikes from examine effects to lecture room motion, delivering an instantaneous and significant hyperlink among examine, conception, and perform. The ebook develops the idea that of the research-based lecture room during which scholars actively learn the procedures and contexts of analyzing and writing after which flip their observations into rules for perform. listening to Ourselves imagine contributes to a full of life new culture of socio-cognitive learn in writing and analyzing, exploring the dynamics of cognitive strategies as they have interaction with dimensions of the educational context.
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Extra info for Hearing Ourselves Think: Cognitive Research in the College Writing Classroom (Social and Cognitive Studies in Writing and Literacy)
Although 9% of the articles focused on literature, Durst noted none that specifically dealt with reading or reading processes. Similar results would no doubt be found for other publications written for college teachers of English. Yet, as teachers and as researchers, we know that reading and writing are closely tied. In a variety of literacy contexts—within and outside educational settings—much real writing arises in response to reading, and students' reading is often challenged, enriched, and evaluated by having them write.
Students need not be passive "receptors" of factual information; as teachers of reading and writing we can encourage them to be active, rhetorical agents—building a construction of textual meaning that includes not only content information, but an understanding of motivated arguments and of the human situations behind those arguments. References Applebee, A. (1984). Contexts for learning to write. Norwood, NJ: Ablex Publishing. Aristotle. (1959). Art of Rhetoric. Cambridge, MA: Harvard University Press.
1986). Intertextuality and the discourse community. Rhetoric Review, 5, 34-47. Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press. Rubin, D. , Michlin, M. , & Johnson, F. L. (1984). Social cognitive ability as a predictor of the quality of fourth-graders' written narratives. In R. Beach & L. S. ), New Directions in Composition Research. New York: Guilford. Smagorinsky, P. & Smith, M. W. (1992).