ERIC Number: ED362445
Record Type: RIE
Publication Date: 1993
Situating Discourse in and beyond the Psychology Classroom.
This paper shows how changing the learning situations in which psychology students find themselves can affect their motivation to write differently. When students have something to say to someone for some reason, they can learn both content and important lessons about writing. The paper describes a project that involved an introductory college psychology course in which the students wrote a booklet about psychology for a ninth-grade English class in a different city. The project involved five steps: (1) psychology students learn about experimental psychology; (2) grade 9 English students write letters of introduction to the psychology class; (3) psychology students compose first draft of the booklet; (4) English students edit and respond to first draft; and (5) psychology students revise booklet. The study found that because the writing of the students was resituated beyond the classroom, in their relationship with readers, their writing was motivated differently and in a positive manner. (DB)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (San Diego, CA, April 3, 1993).