NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ881481
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1938-8071
Complexity in Student Writing: The Relationship between the Task and Vocabulary Uptake
Wolsey, Thomas D.
Literacy Research and Instruction, v49 n2 p194-208 2010
Cognitive flexibility theory posits that some tasks or cognitive activities resist oversimplification, a lens through which the present study is cast. High school writing tasks that promote complex thinking may also promote increased uptake of academic vocabulary. The study described in this article demonstrates how essential questions and other tasks that ask students to draw on multiple sources of information and high-order thinking may encourage increasingly precise vocabulary use by student writers. Those writing tasks that called for complex cognitive work tended to promote precision in use of language. (Contains 4 tables and 2 figures.)
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 - Research
Education Level: Grade 10; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A