Hearing ourselves think : cognitive research in the college writing classroom / edited by Ann M. Penrose, Barbara M. Sitko.

Format:

Book

Contributor:

Penrose, Ann M.

Sitko, Barbara M.

Series:

Social and cognitive studies in writing and literacy

Language:

English

Subjects (All):

English language--Rhetoric--Study and teaching.

English language.

English language--Rhetoric--Research.

Cognition--Research.

Cognition.

English language--Rhetoric.

Physical Description:

xi, 214 pages : illustrations ; 24 cm.

Place of Publication:

New York : Oxford University Press, 1993.

Summary:

In Hearing Ourselves Think, cognitive process research moves from the laboratory to the college classroom, where its rich research tradition continues and an important new set of instructional approaches emerges. Each chapter moves from research results to classroom action, providing a direct and important link between research, theory, and practice. The book develops the concept of the research-based classroom in which students actively examine the processes and contexts of reading and writing and then turn their observations into principles for practice. Hearing Ourselves Think contributes to a lively new tradition of socio-cognitive research in writing and reading, exploring the dynamics of cognitive processes as they interact with dimensions of the academic context.

Contents:

1. Introduction: Studying Cognitive Processes in the Classroom / Ann M. Penrose, Barbara M. Sitko 3

Why Study Reading and Writing Processes in the Classroom? 5

Principles of Cognitive Process Theory 8

Issues for Classroom Research 9

The Advantage of the Research-Based Classroom 13

I Interpreting Reading and Writing Tasks

2. Beyond "Just the Facts": Reading as Rhetorical Action / Christina Haas 19

Aspects of Reading: Insights from Theory and Research 20

The Act of Meaning Construction: Three Reading Strategies 24

Expanding Students' Views of Reading 28

3. Exploring the Relationship Between Authorship and Reading / Stuart Greene 33

How Reading Can Inform Writing 34

Examining How a Sense of Authorship Can Inform Reading 37

Teaching Students to Mine Texts 42

4. Writing and Learning: Exploring the Consequences of Task Interpretation / Ann M. Penrose 52

What We Know About Writing as a Way to Learn 53

Examining the Consequences of Task Interpretation 57

Helping Students Understand the Concept and Consequences of Task Interpretation 62

5. Reading to Argue: Helping Students Transform Source Texts / Lorraine Higgins 70

What We Know About Students' Experience with Written Argument 70

Transforming Sources into Arguments: Observing Writers' Reading and Note-Taking Strategies 75

Helping Students Transform Sources: Examining and Adapting the Reading and Note-Taking Strategies 82

6. The Library Revisited: Exploring Students' Research Processes / Jennie Nelson 102

What Studies Tell Us About the Assumptions and Strategies That Guide Student Researchers 103

Observations of Student Researchers 106

Helping Students to Become More Critical, Reflective Researchers 116

II Writing in Classroom Contexts

7. Decision-Making During the Collaborative Planning of Coauthors / Rebecca E. Burnett 125

Moving Beyond the Theory and Research in Rhetoric and Composition to Explain Coauthoring 128

Decision-Making During Coauthors' Collaborative Planning 133

Introducing and Teaching Collaboration 140

8. Revising for Readers: Audience Awareness in the Writing Classroom / Karen A. Schriver 147

What We Know About Audience Awareness and Revision Processes 147

Putting Research into Practice: A Case Study of Revising for Readers 155

Helping Students Revise for Readers 163

9. Exploring Feedback: Writers Meet Readers / Barbara M. Sitko 170

What Studies Tell Us About Feedback, Revising, and Interpretive Reading 171

Observing Writers Make Decisions About Revising After Feedback 174

Teaching Students How to Use Interpretive Reading to Revise 177

10. Using Conferences to Support the Writing Process / Betsy A. Bowen 188

What We Know About Writing Conferences 190

Looking Closely at Conferences 192

Learning from Conferences in Your Classroom 197

Appendix Conducting Process Research 201.

Notes:

Includes bibliographical references and index.

ISBN:

0195078330

OCLC:

26361746