Hearing Ourselves Think : Cognitive Research in the College Writing Classroom - Ann M. Penrose

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Hearing Ourselves Think

Cognitive Research in the College Writing Classroom

By: Ann M. Penrose (Editor), Barbara M. Sitko (Editor), Linda Flower (Foreword by)

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Hardcover | 1 July 1993

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Hardcover
228 Pages

Dimensions(cm)
22.86 x 15.24 x 1.75

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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.

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Introduction: Studying Cognitive Processes in the Classroom	p. 3
Why Study Reading and Writing Processes in the Classroom?	p. 5
Principles of Cognitive Process Theory	p. 8
Issues for Classroom Research	p. 9
The Advantage of the Research-Based Classroom	p. 13
Interpreting Reading and Writing Tasks
Beyond "Just the Facts": Reading as Rhetorical Action	p. 19
Aspects of Reading: Insights from Theory and Research	p. 20
The Act of Meaning Construction: Three Reading Strategies	p. 24
Expanding Students' Views of Reading	p. 28
Exploring the Relationship Between Authorship and Reading	p. 33
How Reading Can Inform Writing	p. 34
Examining How a Sense of Authorship Can Inform Reading	p. 37
Teaching Students to Mine Texts	p. 42
Writing and Learning: Exploring the Consequences of Task Interpretation	p. 52
What We Know About Writing as a Way to Learn	p. 53
Examining the Consequences of Task Interpretation	p. 57
Helping Students Understand the Concept and Consequences of Task Interpretation	p. 62
Reading to Argue: Helping Students Transform Source Texts	p. 70
What We Know About Students' Experience with Written Argument	p. 70
Transforming Sources into Arguments: Observing Writers' Reading and Note-Taking Strategies	p. 75
Helping Students Transform Sources: Examining and Adapting the Reading and Note-Taking Strategies	p. 82
The Library Revisited: Exploring Students' Research Processes	p. 102
What Studies Tell Us About the Assumptions and Strategies That Guide Student Researchers	p. 103
Observations of Student Researchers	p. 106
Helping Students to Become More Critical, Reflective Researchers	p. 116
Writing in Classroom Contexts
Decision-Making During the Collaborative Planning of Coauthors	p. 125
Moving Beyond the Theory and Research in Rhetoric and Composition to Explain Coauthoring	p. 128
Decision-Making During Coauthors' Collaborative Planning	p. 133
Introducing and Teaching Collaboration	p. 140
Revising for Readers: Audience Awareness in the Writing Classroom	p. 147
What We Know About Audience Awareness and Revision Processes	p. 147
Putting Research into Practice: A Case Study of Revising for Readers	p. 155
Helping Students Revise for Readers	p. 163
Exploring Feedback: Writers Meet Readers	p. 170
What Studies Tell Us About Feedback, Revising, and Interpretive Reading	p. 171
Observing Writers Make Decisions About Revising After Feedback	p. 174
Teaching Students How to Use Interpretive Reading to Revise	p. 177
Using Conferences to Support the Writing Process	p. 188
What We Know About Writing Conferences	p. 190
Looking Closely at Conferences	p. 192
Learning from Conferences in Your Classroom	p. 197
Conducting Process Research	p. 201
Index	p. 207
Table of Contents provided by Syndetics. All Rights Reserved.

Hearing Ourselves Think

Cognitive Research in the College Writing Classroom

At a Glance

Hardcover

Shipping

How to return your order

Defective items

You Can Find This Book In

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