Contemporary Perspectives On Cognition And Writing
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Contemporary Perspectives on Cognition and Writing by Patricia Portanova,J. Michael Rifenburg,Duane H. Roen Pdf
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.
Pedagogical Perspectives on Cognition and Writing by J. Michael Rifenburg,Duane Roen Pdf
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.
Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology by Virginia Wise Berninger Pdf
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 : Roselmina Indrisano,James R. Squire Publisher : Taylor & Francis Page : 380 pages File Size : 42,5 Mb Release : 2000 Category : English language ISBN : 0872072681
Perspectives on Writing by Roselmina Indrisano,James R. Squire Pdf
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
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.
Reading-to-Write by Linda Flower,Victoria Stein,John Ackerman,Margaret J. Kantz,Kathleen McCormick,Wayne C. Peck Pdf
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.
Writing Systems and Cognition by William C. Watt Pdf
In this distinguished collection the deeper cognitive aspects of writing systems are for the first time added to the perceptual and physiological dimensions and brought into a coherent whole. The result is a multifaceted understanding of alphabets and other scripts in which none of the major factors that shape those systems, and thus distinctively reveal attributes of the human mind, are slighted. The systems through which language is realized on the page are compared in nature and complexity with those through which language is realized as sound, and are seen in their true perspective. Long the object of intensive inquiry, the process of change in phonological systems is now joined to the evolution of graphological systems, and new light is cast on the nature of the relevant human cognitive processes in their diversity and underlying unity. The authors, each eminently qualified in his or her field, are drawn from Europe, Asia, and North and South America.
Author : Irene L. Clark Publisher : Taylor & Francis Page : 105 pages File Size : 52,7 Mb Release : 2022-12-02 Category : Language Arts & Disciplines ISBN : 9781000833621
Writing, Imitation, and Performance by Irene L. Clark Pdf
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.
Author : Brian Jackson Publisher : University Press of Colorado Page : 299 pages File Size : 49,9 Mb Release : 2020-05-15 Category : Language Arts & Disciplines ISBN : 9781607329374
Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting. Focusing on the art and science of instructing self-directed writers through major writing tasks, Brian Jackson helps teachers prepare students to engage purposefully in any writing task by developing the habits of mind and cognitive strategies of the mindful writer. Relying on the most recent research in writing studies and learning theory, Jackson gives new teachers practical advice about setting up writing tasks, using daily writing, leading class discussions, providing feedback, joining teaching communities, and other essential tools that should be in every writing teacher’s toolbox. Teaching Mindful Writers is a timely, fresh perspective on teaching students to be self-directed writers.
America's Critical Thinking Crisis by Steven J. Pearlman Pdf
Even though 95% of Americans consider critical thinking an essential skill that schools should teach, our students’ problem-solving skills rank among the lowest in the world. Students actually show lower brain activity in class than while watching TV or sleeping, and most college students, as well as half of American adults, fail critical thinking tests. But why? Written by an expert who trains educators and executives, America’s Critical Thinking Crisis shows that the problem doesn’t fall on educators or Gen Z, but on a fundamentally flawed conception of what education means. Drawing on neuroscience, psychology, and educational research, it demonstrates how we can create legions of divergent thinkers and problem solvers by tapping the hardwiring that innately makes children think all the time, in all areas of life – just not so much in school. Pearlman’s timely book is an essential text for understanding why our students don’t think critically. It also demonstrates what education should be and how it could transform our students and our culture. The book is a needed addition to the library of any educator or parent, or just anyone concerned about the direction our culture is headed. Chris Hakala Director, Center for Excellence in Teaching, Learning, and Scholarship Springfield College Pearlman calls us to reimagine our education system as a whole and redefine what it means to teach and learn. We must understand that reason and critical thinking should be the primary outcomes of any quality education. America’s Critical Thinking Crisis speaks to us with urgency, and calls educators at every level to rethink, revise, and repurpose our work. Heeding Pearlman’s call may well be our only existential hope. Matthew Bristow-Smith 2019 North Carolina Principal of the Year Principal, Edgecombe Early College High School Pearlman's America’s Critical Thinking Crisis is a book written by a true college classroom pedagogue--one who eats, breathes, sleeps, and, for all I know, smokes college pedagogy as well. Filled with quirky asides, the book is flush with ideas about learning that only someone who has spent a life at the lectern (and deconstructing "the lectern") could imagine. Easygoing in its tone and passionate in its commitments, the book is strongly recommended for all of those dismayed at the state of American higher education and willing to get their hands dirty to fix it anew. Dr. Jacques Berlinerblau Author of Campus Confidential Professor, Georgetown University Helping students develop critical thinking is at the core of what most educators and society see as the essential role of higher education. In clear prose and with a dose of dark humor, Pearlman eviscerates current practices and lays out the urgent necessity for change. He also suggests strategies that could actually work, strategies that must become part of ongoing conversations in every facet of our society. Anton Tolman, Ph.D., Co-author, Why Students Resist Learning
Contemporary Tools and Techniques for Studying Writing by T. Olive,C.M. Levy Pdf
This book brings together methods designed by psychologists, linguists, and practitioners who aim to study writing both within the laboratory and the workplace. Its primary focus is upon the computer-based techniques and methods available today that enable and foster new systematic investigations of writing theories and processes. It is of interest to writing professionals, teachers of writing, as well as those, like journalists, whose careers depend on managing multiple constraints and audiences for their work.
Cognitive Processes in Writing by Lee W. Gregg,Erwin R. Steinberg Pdf
Originally published in 1980, this title began as a set of questions posed by faculty on the campus of Carnegie-Mellon University: What do we know about how people write? What do we need to know to help people write better? This resulted in an interdisciplinary symposium on "Cognitive Processes in Writing" and subsequently this book, which includes the papers from the symposium as well as further contributions from several of the attendees. It presents a good picture of what research had shown about how people write, of what people were trying to find out at the time and what needed to be done.
Author : J. Michael Rifenburg Publisher : University Press of Colorado Page : 270 pages File Size : 51,9 Mb Release : 2022-10-14 Category : Language Arts & Disciplines ISBN : 9781646422784
Drilled to Write offers a rich account of US Army cadets navigating the unique demands of Army writing at a senior military college. In this longitudinal case study, J. Michael Rifenburg follows one cadet, Logan Blackwell, for four years and traces how he conceptualizes Army writing and Army genres through immersion in military science classes, tactical exercises in the Appalachian Mountains, and specialized programs like Airborne School. Drawing from research on rhetorical genre studies, writing transfer, and materiality, Drilled to Write speaks to scholars in writing studies committed to capturing how students understand their own writing development. Collectively, these chapters articulate four ways Blackwell leveraged resources through ROTC to become a cadet writer at this military college. Each chapter is dedicated to one year of his undergraduate experience with focus on curricular writing for his business management major and military science classes as well as his extracurricular writing, like his Ballroom Dance Club bylaws and a three-thousand-word short story. In Drilled to Write, Rifenburg invites readers to see how cadets are positioned between civilian and military life—a curiously liminal space where they develop as writers. Using Army ROTC as an entry into genre theory and larger conversations about the role higher education plays in developing Army officers, he shows how writing students develop genre awareness and flexibility while forging a personal identity.
A Responsive Rhetorical Art explores the risk-ridden realm of wise if always also fallible rhetorical action—the productive knowledge building required to compose and to leverage texts, broadly construed, for the purposes of public life marked by shrinking public resources, cultural conflict, and deferred hope. Here, composition and literacy learning hold an important and distinctive cultural promise: the capacity to invent with other people new ways forward in light of their own interests and values and in the face of obstacles that could not have otherwise been predicted. Distributed across publicly situated strangers, including citizen-educators, this work engages a persistent challenge of early rhetorical uptake in public life: that what might become public and shared is often tacit and contested. The book’s approach combines attention to local cases (with a transnational student organization, the Nipmuck Chaubunagungamaug, and the South Sudanese diaspora in Phoenix) with a revisable guide for taking up wise action and methods for uncovering elusive institutional logics.
