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| Content Area Writing | 7 |
| Writing Processes | 7 |
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| Writing (Composition) | 5 |
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| Research in the Teaching of… | 7 |
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| Ackerman, John M. | 1 |
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| Durst, Russel K. | 1 |
| Langer, Judith A. | 1 |
| McCarthy, Lucille Parkinson | 1 |
| Newell, George E. | 1 |
| North, Stephen M. | 1 |
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| Journal Articles | 7 |
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Peer reviewedAckerman, John M. – Research in the Teaching of English, 1991
Analyzes synthesis essays of graduate students for the importance and origin of information and for the quality of key rhetorical moves. Confirms the interrelatedness of comprehension and composing processes and illustrates how writers, with varying levels of topic familiarity, use both their knowledge of disciplinary topics and their experience…
Descriptors: Content Area Writing, Higher Education, Knowledge Level, Reading Comprehension
Peer reviewedNewell, George E. – Research in the Teaching of English, 1984
Examines how school writing tasks (notetaking, answering study questions, and essay writing) interact with three measures of learning (recall, concept application, and gain in passage-specific knowledge). (HOD)
Descriptors: Case Studies, Comparative Analysis, Content Area Writing, Grade 11
Direct linkBeaufort, Anne – Research in the Teaching of English, 2004
In literacy and composition studies, efforts to develop data-driven theories of disciplinary writing expertise and of writers' developmental processes in joining specific discourse communities have so far been limited. This case study, of one writer's experiences as an undergraduate history major, parses the multiple knowledge domains comprising…
Descriptors: Writing (Composition), Discourse Communities, Case Studies, Undergraduate Students
Peer reviewedNorth, Stephen M. – Research in the Teaching of English, 1986
Examines the relationship between writing and learning in a college-level writing-across-the-curriculum class in philosophy. Results provide a basis for speculation about the conception of the writing/learning relationship and about the viability of further hermeneutical study of student writing. (SRT)
Descriptors: Content Area Writing, Discourse Analysis, Higher Education, Integrated Activities
Peer reviewedDurst, Russel K. – Research in the Teaching of English, 1987
Investigates the thinking processes students employ and the text structures they produce in analytic writing. Contrasts eleventh grade students' analytic and summary writing using think-aloud protocols and examination of genre conventions governing students' writing. Concludes that in analytic writing, students employed more varied and complex…
Descriptors: Cognitive Processes, Content Area Writing, Critical Thinking, Discourse Analysis
Peer reviewedLanger, Judith A. – Research in the Teaching of English, 1984
Investigates the relationship between topic-specific background knowledge and measures of overall quality, coherence, syntactic complexity, audience, and function in the expository writing of tenth grade students. (HOD)
Descriptors: Coherence, Content Area Writing, Expository Writing, Grade 10
Peer reviewedMcCarthy, Lucille Parkinson – Research in the Teaching of English, 1987
Describes a two-year study of one college student's efforts to produce appropriate content area writing in different disciplines. Using observation, interviews, composing-aloud protocols, and text analysis, evaluates the student's performance according to the Gricean rubric of conversation. Concludes that success was affected by unarticulated…
Descriptors: College English, Content Area Writing, Discourse Analysis, Expository Writing
