In Hearing Ourselves Think, cognitive process research moves from the laboratory to the college classroom, where its rich research tradition continues and an important new set of instructional approaches emerges. Each chapter moves from research results to classroom action, providing a direct and important link between research, theory, and practice. The book develops the concept of the research-based classroom in which students actively examine the processes and contexts of reading and writing and then turn their observations into principles for practice. Hearing Ourselves Think contributes to a lively new tradition of socio-cognitive research in writing and reading, exploring the dynamics of cognitive processes as they interact with dimensions of the academic context.Cognitive Research in the College Writing Classroom Ann M. Penrose Assistant Professor of English North Carolina State University, ... After transcribing or listening to the tapes of their planning, they can write about the goals they set, the type of essay they ... What is most important in such a discussion is that the samples are presented not as good or bad models, but as papers that meet different goals.
|Title||:||Hearing Ourselves Think : Cognitive Research in the College Writing Classroom|
|Author||:||Ann M. Penrose Assistant Professor of English North Carolina State University, Barbara M. Sitko Assistant Professor of English Washington State University|
|Publisher||:||Oxford University Press, USA - 1993-05-11|