ERIC Number: ED279025
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
The Psychology of Written Composition. The Psychology of Education and Instruction Series.
Bereiter, Carl; Scardamalia, Marlene
Aimed both at readers interested in cognition and/or writing and at instructional psychologists, this book explores the notion that various writing strategies involve different kinds of thinking, which ultimately affect the written product. The first part presents concepts central to the writing process, including two models of this process, an integrative schema for studying it, and a discussion of the transition from conversation to composition. The second section addresses the basic cognitive factors in composition, including the role of production factors in writing ability, the information processing load of composition, and how children cope with the processing demands of coordinating ideas in writing. The third section presents perspectives on the composing strategies of immature writers, including knowledge telling and the problem of "inert knowledge," the development of planning in writing, and links between composing and comprehending strategies. The fourth section discusses factors involved in promoting the development of mature composing strategies, including fostering (1) self-regulation; (2) evaluative, diagnostic, and remedial capabilities; (3) reflective processes; and (4) children's insight into their own cognitive processes. The concluding section addresses the psychological and educational implications of "knowledge-telling" and knowledge-transforming differences. (JD)
Descriptors: Cognitive Processes, Comparative Analysis, Language Processing, Psychological Patterns, Research Utilization, Writing (Composition), Writing Instruction, Writing Processes, Writing Research
Lawrence Erlbaum Associates, Inc., Publishers, Suite 102, 365 Broadway, Hillsdale, NJ 07642 ($24.95).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Note: Funding for research provided by grants from York University, the Ontario Institute for Studies in Education, the Alfred P. Sloan Foundation, and the Social Sciences and Humanities Research Council of Canada.