Conditions for writing to learn
Conditions for writing to learn
This paper is a response to an invitation from the editors of the special issue to comment on the ingredients of effective writing to learn interventions as reflected in the
contributions to the special issue. The six papers in the issue vary widely in approach and underlying theoretical frameworks but share the broad common theme of writing
to learn. Within this, they vary along three main dimensions: (i) how learning is defined and assessed, and in particular whether they assess effects of the writing intervention on content knowledge; ((ii) related to this, whether they are primarily focussed on discipline specific skills or on more general effects of writing; and (iii)whether they are designed to carry out a controlled evaluation of the writing intervention or rather are concerned with describing the design and purpose of a specific intervention. In what follows, I will first consider the general characteristics of the papers in relation to these three dimensions. I will then reflect on the findings of the individual papers, and then conclude by relating the papers to my personal understanding of writing to learn in terms of a dual-process model of writing
215-226
Galbraith, David
c4914b0d-4fd1-4127-91aa-4e8afee72ff1
June 2015
Galbraith, David
c4914b0d-4fd1-4127-91aa-4e8afee72ff1
Abstract
This paper is a response to an invitation from the editors of the special issue to comment on the ingredients of effective writing to learn interventions as reflected in the
contributions to the special issue. The six papers in the issue vary widely in approach and underlying theoretical frameworks but share the broad common theme of writing
to learn. Within this, they vary along three main dimensions: (i) how learning is defined and assessed, and in particular whether they assess effects of the writing intervention on content knowledge; ((ii) related to this, whether they are primarily focussed on discipline specific skills or on more general effects of writing; and (iii)whether they are designed to carry out a controlled evaluation of the writing intervention or rather are concerned with describing the design and purpose of a specific intervention. In what follows, I will first consider the general characteristics of the papers in relation to these three dimensions. I will then reflect on the findings of the individual papers, and then conclude by relating the papers to my personal understanding of writing to learn in terms of a dual-process model of writing
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Published date: June 2015
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Southampton Education School
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URI: http://eprints.soton.ac.uk/id/eprint/380070
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Date deposited: 03 Sep 2015 09:03
Last modified: 15 Mar 2024 03:42
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