ERIC Number: ED442271
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Developing Reflective Procedures in Learner-Writers.
Hu, Helen Chau
Learning to write is difficult, especially for those beginning the process at the university level, such as dialect speakers of English and speakers of English as a Second Language. Recent pedagogical experimentation with external dialogues involving instructors and peers to provoke critical thinking have not been very successful. One explanation for this is grounded in the theory that the types of coherence underlying speaking and writing are different, one being interactional and the other being rhetorical, with the interactional not necessarily engendering the rhetorical. In dialogues, there are two interlocutors with roughly equal roles. By contrast, when one writes or rewrites, information must be organized hierarchically and logically as writing continues and as the topic dictates; the writer is in a more or less solitary engagement. This paper concludes that even early training in expository writing should stress rhetorical coherence. One way to do so is to make the reflective and critical operations explicit through individually-tailored cognitive induction. Such operations stand a fair chance of being internalized, permanently improving writing performance. This paper proposes a growth model of writing aimed at independence, suggesting the appropriate roles for both teacher and student in fostering cognitive development in learners. (Contains 24 references.) (Author/KFT)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: California State Univ., Long Beach.
Authoring Institution: N/A