ERIC Number: ED286205
Record Type: Non-Journal
Publication Date: 1987
How Writing Shapes Thinking: A Study of Teaching and Learning. NCTE Research Report No. 22.
Langer, Judith A.; Applebee, Arthur N.
In the belief that effective writing instruction can be a critical component in successful learning, and to better understand the role that writing plays in content area learning, this book presents an extensive study of writing assignments in the secondary school curriculum. Following an introduction, the book provides an overview of the project, chapters 1 and 2 highlighting the data gathered and analytical methods used. The third chapter of the book provides a detailed introduction to the observations of teachers and their students, with some general findings about ways in which they used writing in the teaching of academic subjects. The fourth chapter describes the types of writing activities that worked in aa variety of content-area classrooms. Chapter 5 shifts focus away from the activities provided and toward the redefinition of teaching and learning that occurred in the classrooms where writing worked best to foster learning. Chapters 6 through 8 examine the kinds of thinking promoted by different types of writing in the classroom. The final chapter brings together concerns about the roles of teacher and learner in the instructional interaction, providing a theoretical framework, practical suggestions for an alternative model of instruction, and a discussion of the constraints that must be addressed if wide-scale use of writing to support learning is to become a reality. A five-page reference list and two appendices are included. (HTH)
Descriptors: Classroom Environment, Content Area Writing, High Schools, Reading Writing Relationship, Teacher Role, Teacher Student Relationship, Writing Exercises, Writing Instruction, Writing Research
National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 21802-222, $6.95 member, $8.95 nonmember).
Publication Type: Reports - Research; Books
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: National Council of Teachers of English, Urbana, IL.