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ERIC Number: ED306593
Record Type: Non-Journal
Publication Date: 1989-May
Pages: 49
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Studying Cognition in Context: Introduction to the Study (Reading-to-Write Report No. 1). Technical Report No. 21.
Flower, Linda
Examining the cognitive processes of reading-to-write as they are embedded in the social context of a college course, this introduction to and overview of the 11-part Reading-to-Write Project study focuses on the study as a whole by sketching the reading-to-write task as one of practical importance, as a window on how students integrate reading and writing, and as a rhetorical act occurring in the charged context of entering college. Research was organized into two phases, the exploratory study (report 2) and the teaching study (reports 3-10). The teaching study involved four sections of a freshman course called Reading-to-Write, with a total of 72 students. Procedures are described in terms of five questions the research hoped to answer. The introduction also traces the history of the collaborative research project, reflecting on the process of research itself and sharing some of the problems and issues that arise in attempting to study cognition in context. The introduction concludes with a preview of six key observations that emerged from the study. (Two figures are included as well as extensive references, the read-to-write assignment used in the study, and an excerpt from the task representation lecture.) (RS)
Publication Type: Reports - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.