NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ855486
Record Type: Journal
Publication Date: 2009-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-0305-764X
Composition across Secondary and Post-Secondary Contexts: Cognitive, Textual and Social Dimensions
Beck, Sarah W.
Cambridge Journal of Education, v39 n3 p311-327 Sep 2009
As a topic of concern to educational researchers, writing is enjoying something of a renaissance, particularly with respect to the transition between secondary and post-secondary levels of schooling. In the context of this renewed interest, this article presents a framework for understanding composition that integrates cognitive, textual and social dimensions. I explore how each of these three dimensions contributes to our understanding of the challenges that student writers face when composing. I also discuss ways in which the increasingly social focus of much research on composition offers new ways of thinking about the cognitive and textual dimensions. Finally, I propose that integrating these dimensions in our study and teaching of composition can help us to better understand and address the challenges that students face in moving across educational contexts. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A