Effective strategies for the teaching and learning of writing
Effective strategies for the teaching and learning of writing
This introductory paper outlines the theoretical background to this special issue on the teaching and learning of writing. It distinguishes approaches which focus on direct interventions into cognitive processes from those which focus on the social and motivational context within which the writing process is embedded, arguing that they should be treated as complementary rather than competing. It then discusses the individual contributions, relating them to each other and to the broader theoretical context.
93-108
Galbraith, David
c4914b0d-4fd1-4127-91aa-4e8afee72ff1
Rijlaarsdam, Gert
aa6d97d2-4bc4-4d68-b0ba-acf5b02cf7f5
April 1999
Galbraith, David
c4914b0d-4fd1-4127-91aa-4e8afee72ff1
Rijlaarsdam, Gert
aa6d97d2-4bc4-4d68-b0ba-acf5b02cf7f5
Galbraith, David and Rijlaarsdam, Gert
(1999)
Effective strategies for the teaching and learning of writing.
Learning and Instruction, 9 (2), .
(doi:10.1016/S0959-4752(98)00039-5).
Abstract
This introductory paper outlines the theoretical background to this special issue on the teaching and learning of writing. It distinguishes approaches which focus on direct interventions into cognitive processes from those which focus on the social and motivational context within which the writing process is embedded, arguing that they should be treated as complementary rather than competing. It then discusses the individual contributions, relating them to each other and to the broader theoretical context.
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Published date: April 1999
Organisations:
Southampton Education School
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Local EPrints ID: 337495
URI: http://eprints.soton.ac.uk/id/eprint/337495
ISSN: 0959-4752
PURE UUID: bad47ab8-b868-41e2-9dc3-77ae48c3756a
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Date deposited: 27 Apr 2012 12:59
Last modified: 15 Mar 2024 03:42
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Author:
Gert Rijlaarsdam
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