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

Hearing Ourselves Think

Cognitive Research in the College Writing Classroom

By: Ann M. Penrose (Editor), Barbara M. Sitko (Editor)

Hardcover

Published: 1st July 1993
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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.

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

ISBN: 9780195078336
ISBN-10: 0195078330
Series: Social and Cognitive Studies in Writing and Literacy
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 232
Published: 1st July 1993
Publisher: Oxford University Press
Country of Publication: GB
Dimensions (cm): 24.4 x 16.3  x 2.2
Weight (kg): 0.49