ERIC Number: ED306595
Record Type: Non-Journal
Publication Date: 1989-May
Reference Count: N/A
Exploring the Cognition of Reading-to-Write (Reading-to-Write Report No. 5). Technical Report No. 24.
This study is the fifth in a series of reports from the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. This part of the study examines the ways in which college students interpret and negotiate an assignment that calls for reading to write. Subjects, 17 freshmen and 19 junior and senior writing majors and graduate students, thought aloud from the time they began reading the instructions for the task through completion of a first draft. Results indicated that while the subjects varied in age and writing experience, their protocols shared these features: (1) students read through the instructions and source text a first time, making minimal, brief comments; (2) the students reread the text and made longer, more substantive comments; (3) students then engaged in planning their paper by making brief outlines or searching for an organizing idea; and (4) students began to write their papers, either from notes or referring back to the text, or both. (A figure is included and the Reading-to-Write study list of of references and four appendixes of data are attached.) (RS)
Descriptors: Academic Discourse, Audience Awareness, Case Studies, Cognitive Processes, College English, College Students, Content Area Writing, Critical Reading, Graduate Students, Higher Education, Prior Learning, Protocol Analysis, Reading Writing Relationship, Student Reaction, Writing Processes, Writing Research
Publication Type: Reports - Research
Education Level: N/A
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.