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ERIC Number: ED310402
Record Type: Non-Journal
Publication Date: 1989-May
Pages: 24
Abstractor: N/A
Reference Count: N/A
Strategic Differences in Composing: Consequences for Learning through Writing. Technical Report No. 31.
Penrose, Ann M.
A study examined the assumption that writing is a way to learn by examining the relative effects of writing and studying as learning aids. The study also explored the role of individual differences in an effort to identify features of the writing process that may influence what students learn through writing. The experiment used think-aloud protocols and comprehension testing in a mixed experimental design. Forty college freshmen each performed a writing task and a study task, in each case working with a 1,200-word reading passage which served as the to-be-learned material. The writing task led to lower scores than the study task on two of four comprehension measures. Writing and studying processes were analyzed along seven dimensions via the protocol transcripts. Stepwise regression analyses revealed several significant relationships between process features and comprehension. Results suggest that process features such as planning and audience awareness are important variables in the relationship between writing and learning. (Two figures and two tables of data are included.) (Author/KEH)
Publication Type: Guides - Non-Classroom; Reports - Research
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.