ERIC Number: ED306599
Record Type: Non-Journal
Publication Date: 1989-May
Reference Count: N/A
The Cultural Imperatives Underlying Cognitive Acts (Reading-to-Write Report No. 9). Technical Report No. 28.
This study is the ninth 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 report focuses on ways in which broadly-based cultural and institutional factors silently influence students' reading and writing behaviors. Subjects, 57 students enrolled in freshman composition, wrote an essay on time management and had their think-aloud protocols recorded as they composed their first drafts. The subjects' essays were then examined and the subjects were interviewed. The report first examines the methodologies involved in reading students' papers and listening to their remarks, explores some students' and educators' positions on the nature of reading and writing, and explains some of the ways in which ideology functions in a society and in educational systems in general. The report then explores three interrelated culturally-based assumptions which seem to have guided many of the students' determinations of their task definition: the desire for closure; a belief in objectivity; and a refusal to write about perceived contradictions. (One table of data is included; the Reading-to-Write study reference list of references and the interview questions for students are attached.) (RS)
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.