Studying Cognition in Context [microform] : Introduction to the Study (Reading-to-Write Report No. 1). Technical Report No. 21 / Linda Flower
- Bib ID:
- 5503680
- Format:
- Book and Microform
- Author:
- Flower, Linda
- Online Version:
- https://eric.ed.gov/?id=ED306593
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1989
- 49 p.
- Summary:
-
Examining the cognitive processes of reading-to-write as they are embedded in the social context of a college course, this introduction to and overview of the 11-part Reading-to-Write Project study focuses on the study as a whole by sketching the reading-to-write task as one of practical importance, as a window on how students integrate reading and writing, and as a rhetorical act occurring in the charged context of entering college. Research was organized into two phases, the exploratory study (report 2) and the teaching study (reports 3-10). The teaching study involved four sections of a freshman course called Reading-to-Write, with a total of 72 students. Procedures are described in terms of five questions the research hoped to answer. The introduction also traces the history of the collaborative research project, reflecting on the process of research itself and sharing some of the problems and issues that arise in attempting to study cognition in context. The introduction concludes with a preview of six key observations that emerged from the study. (Two figures are included as well as extensive references, the read-to-write assignment used in the study, and an excerpt from the task representation lecture.) (RS)
- Notes:
-
- Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
- ERIC Note: For the other reports in this series, see ED 285 206, CS 211 846-853, and CS 211 887.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1989
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- Translating Context into Action (Reading-to-Write Report No. 8). Technical Report No. 27 [microform] / John Ackerman
- Negotiating Academic Discourse (Reading-to-Write Report No. 10). Technical Report No. 29 [microform] / Linda Flower
- Elaboration [microform] : Using What You Know (Reading-to-Write Report No. 6). Technical Report No. 25 / Victoria Stein
- Mining Texts in Reading to Write. Occasional Paper No. 29 [microform] / Stuart Greene
- The Cultural Imperatives Underlying Cognitive Acts (Reading-to-Write Report No. 9). Technical Report No. 28 [microform] / Kathleen McCormick