Pedagogical Perspectives on Cognition and Writing PDF Download

Author: J. Michael Rifenburg
Publisher: Parlor Press LLC
ISBN: 1643172492
Category : Psychology
Languages : en
Pages : 314

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Book Description
Pedagogical Perspectives on Cognition and Writing addresses a scholarly audience in writing studies, specifically scholars and teachers of writing, writing program administrators, and writing center scholars and administrators. Chapters focus on the place of cognition in threshold concepts, teaching for transfer, rhetorical theory, trauma theory, genre, writing centers, community writing, and applications of the Framework for Success in Postsecondary Writing. The 1980s witnessed a growing interest in writing studies on cognitive approaches to studying and teaching college-level writing. While some would argue this interest was simply of a moment, we argue that cognitive theories still have great influence in writing studies and have substantial potential to continue reinvigorating what we know about writing and writers. By grounding this collection in ongoing interest in writing-related transfer, the role of metacognition in supporting successful transfer, and the habits of mind within the Framework for Success in Postsecondary Writing, Pedagogical Perspectives on Cognition and Writing highlights the robust but also problematic potential cognitive theories of writing hold for how we research writing, how we teach and tutor writers, and how we work with community writers. Pedagogical Perspectives on Cognition and Writing includes a foreword by Susan Miller-Cochran and an afterword by Asao Inoue. Additional contributors include Melvin E. Beavers, Subrina Bogan, Harold Brown, Christine Cucciarre, Barbara J. D’Angelo, Gita DasBender, Tonya Eick, Gregg Fields, Morgan Gross, Jessica Harnisch, David Hyman, Caleb James, Peter H. Khost, William J. Macauley, Jr., Heather MacDonald, Barry M. Maid, Courtney Patrick-Weber, Patricia Portanova, Sherry Rankins-Robertson, J. Michael Rifenburg, Duane Roen, Airlie Rose, Wendy Ryden, Thomas Skeen, Michelle Stuckey, Sean Tingle, James Toweill, Martha A. Townsend, Kelsie Walker, and Bronwyn T. Williams.

Author: Roselmina Indrisano
Publisher: Taylor & Francis
ISBN: 9780872072688
Category : English language
Languages : en
Pages : 380

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Book Description
Ths book brings together the contributions of a group of distinguished researchers& teacher-scholars to present the significant theory&research related to the writing process,the implications of this knowledge for practice,&the directions future research

Author: Patricia Portanova
Publisher: CSU Open Press
ISBN: 9781607328582
Category : Cognition
Languages : en
Pages : 0

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Book Description
Explores the historical context of cognitive studies, the importance to our field of studies in neuroscience, the applicability of habits of mind, and the role of cognition in literate development and transfer.

Author: Linda Laidlaw
Publisher: Routledge
ISBN: 113561069X
Category : Education
Languages : en
Pages : 236

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Book Description
In this book, Linda Laidlaw explores the questions: What happens when children begin to write? Why is it that the teaching and practice of writing seems at times to be difficult in schools? How might teachers work differently to create more inviting spaces for developing literacy? The premise is that written texts and literacy processes are developed within a complex "weave" of particular contexts, or ecologies, and the unique particularity of the learner's experiences, histories, memories and interpretations. Laidlaw offers new information about writing and literacy pedagogy linked to current research in the complexity sciences and cognition, and considers the possibilities that might emerge for pedagogy when alternative metaphors, images, and structures are considered for writing and curriculum. The volume includes qualitative and narrative description of writing and literacy situations, events, and pedagogy, and elaborates the historical, theoretical, and curricular background in which such instruction exists within contemporary schooling. Reinventing Curriculum: A Complex-Perspective on Literacy and Writing: *addresses literacy through a focus on writing rather than on reading; *develops an approach to literacy and writing pedagogy that incorporates recent theories and research on learning and the complexity sciences; *examines perspectives on writing from both a teaching perspective and that of the work of writers; *makes connections between the acquisition of literacy to research in other domains; *examines both the benefits and the "costs" of literacy; and *challenges "commonsense" understandings within instruction, for example, that literacy teaching and learning can occur apart from other aspects of children's learning, context, and subjectivity, or that learning occurs individually rather than collectively. This book is important reading for researchers, professionals, teacher educators, and students involved in literacy education and writing instruction, and an excellent text for courses in these areas.

Author: Patricia Portanova
Publisher:
ISBN: 9781642150056
Category : Cognition
Languages : en
Pages :

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Book Description

Author: Mark Torrance
Publisher: BRILL
ISBN: 1849508224
Category : Language Arts & Disciplines
Languages : en
Pages : 391

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Book Description
Writing and Cognition describes new and diverse work, both by field leaders and by newer researchers, exploring the complex relationships between language, the mind and the environments in which writers work. Chapters range in focus from a detailed analysis of single-word production to the writing of whole texts.

Author: Virginia Wise Berninger
Publisher: Psychology Press
ISBN: 113664721X
Category : Psychology
Languages : en
Pages : 654

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Book Description
This volume tells the story of research on the cognitive processes of writing—from the perspectives of the early pioneers, the contemporary contributors, and visions of the future for the field. Writing processes yield important insights into human cognition, and is increasingly becoming a mainstream topic of investigation in cognitive psychology and cognitive neuroscience. Technological advances have made it possible to study cognitive writing processes as writing unfolds in real time. This book provides an introduction to these technologies. The first part of the volume provides the historical context for the significance of writing research for contemporary cognitive psychology and honors the pioneers in cognitive and social-cognitive research in this field. The book then explores the rapidly expanding work on the social foundations of cognitive processes in writing and considers not only gender differences but also gender similarities in writing. The third part presents a lifespan view of writing in early and middle childhood, adolescence, higher education, and the world of work. There follows an examination of the relationships of language processes –at the word, sentence, and text levels—to the cognitive processes in writing. Part V covers representative research on the cognitive processes of writing—translation and reviewing and revision—and the working memory mechanisms that support those processes. A review of the current technologies used to study these cognitive processes on-line as they happen in real time is provided. Part VII provides an introduction to the emerging new field of the cognitive neuroscience of writing made possible by the rapidly evolving brain imaging technologies, which are interpretable in reference to paradigms in cognitive psychology of writing. The final section of the book offers visions of the future of writing research from the perspective of contemporary leaders in writing research.

Author: Linda Flower
Publisher: Oxford University Press
ISBN: 0195345142
Category : Language Arts & Disciplines
Languages : en
Pages : 280

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Book Description
The Social and Cognitive Studies in Writing and Literacy Series, is devoted to books that bridge research, theory, and practice, exploring social and cognitive processes in writing and expanding our knowledge of literacy as an active constructive process--as students move from high school to college. This descriptive study of reading-to-write examines a critical point in every college student's academic performance: when he or she is faced with the task of reading a source, integrating personal ideas, and creating an individual text with a self-defined purpose. Offering an unusually comprehensive view of this process, the authors chart a group of freshmen as they study and write in their dormitories, recording their "think-aloud" strategies for reading, writing, and revising, their interpretation of the task, and their broader social, cultural, and contextual understanding of college writing. Flower, Stein, and colleagues convincingly conclude that the legacy of schooling in general makes the transition to college difficult and, more important, that the assumptions students hold and the strategies they use in undertaking this task play a significant role in their academic performance. Embracing a broad range of perspectives from rhetoric, composition, literacy research, literary and cultural theory, and cognitive psychology, this rigorous analysis treats reading-to-write as both a cognitive and social process. It will interest researchers and theoreticians in rhetoric and writing, teachers working with students in transition from high school to college, and educators involved in the links between cognition and the social process.

Author: Joseph Petraglia
Publisher: Routledge
ISBN: 1136689222
Category : Language Arts & Disciplines
Languages : en
Pages : 296

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Book Description
To a degree unknown in practically any other discipline, the pedagogical space afforded composition is the institutional engine that makes possible all other theoretical and research efforts in the field of rhetoric and writing. But composition has recently come under attack from many within the field as fundamentally misguided. Some of these critics have been labelled "New Abolitionists" for their insistence that compulsory first-year writing should be abandoned. Not limiting itself to first-year writing courses, this book extends and modifies calls for abolition by taking a closer look at current theoretical and empirical understandings of what contributors call "general writing skills instruction" (GWSI): the curriculum which an overwhelming majority of writing instructors is paid to teach, that practically every composition textbook is written to support, and the instruction for which English departments are given resources to deliver. The vulnerability of GWSI is hardly a secret among writing professionals and its intellectual fragility has been felt for years and manifested in several ways: * in persistently low status of composition as a study both within and outside of English departments; * in professional journal articles and conference presentations that are growing both in theoretical sophistication and irrelevance to the composition classroom; and * in the rhetoric and writing field's ever-increasing attention to nontraditional sites of writing behavior. But, to date, there has been relatively little concerted discussion within the writing field that focuses specifically on the fundamentally awkward relationship of writing theory and writing instruction. This volume is the first to explicitly focus on the gap in the theory and practice that has emerged as a result of the field's growing professionalization. The essays anthologized offer critiques of GWSI in light of the discipline's growing understanding of the contexts for writing and their rhetorical nature. Writing from a wide range of cognitivist, critical-theoretical, historical, linguistic and philosophical perspectives, contributors call into serious question basic tenets of contemporary writing instruction and provide a forum for articulating a sort of zeitgeist that seems to permeate many writing conferences, but which has, until recently, not found a voice or a name.

Author: Irene L. Clark
Publisher: Taylor & Francis
ISBN: 1000833623
Category : Language Arts & Disciplines
Languages : en
Pages : 105

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Book Description
This book reconsiders imitation as a valuable pedagogical approach in Writing Studies. Countering concerns about product-oriented teaching, formulaic writing, paternalistic or elitist pedagogy, and plagiarism, the book maintains that the use of imitation can offer a writer greater insight and help to develop a clear writerly identity. Positing that writers often use imitation as a step toward developing new directions, structures, and styles, and that this imitation is indeed a form of performance, the author explores the neuropsychological aspect of imitation to show how it is a valid form of writing instruction. She explains how learning, experience, and role playing are manifested in the brain and influence one’s sense of self, one’s identity. The book emphasizes that imitation can provide students with opportunities to perform habitually as writers, readers, and critical thinkers, enabling them to develop new understandings and confidence in their ability to improve. It also includes suggestions for classroom application, written by Craig A. Meyer. This book offers important insights for scholars and teachers of writing and composition, education, and communication studies.