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Gorrell, Robert M. – College Composition and Communication, 1983
Argues that, like making stew, there is more than one sequential writing process, and that while one cannot discern the process by examining the product, the product (or purpose) cannot help but shape the processes. (HTH)
Descriptors: Cognitive Processes, Higher Education, Learning Theories, Sequential Learning

McDade, Claudia E. – Journal of Educational Psychology, 1978
Educational psychology undergraduates were taught in alternating instructional sequences; one sequence was a conceptually oriented lecture followed by a factually oriented self-study, the other sequence was a factual self-study followed by a conceptual lecture. Results more closely supported the predictions derived from the educational set…
Descriptors: Cognitive Style, Comparative Analysis, Concept Formation, Deduction
Sipple, Jo-Ann M. – 1977
This paper discusses strategies for teaching college composition, emphasizing "mechanical-meaningful-communicative" (M-M-C) sequencing. Under the M-M-C sequence, a student performs the following exercises: mechanical exercises, which build success in stimulus-response learning; meaningful exercises, which provide stimuli for problem-solving tasks;…
Descriptors: Behavioral Objectives, Educational Strategies, English Instruction, Higher Education
Fetter, Robert – 1996
A study investigated the applicability of the theory of tentative developmental stages in English-as-a-Second-Language (ESL) development (TDS), which posits specific sequences for specific language features and hypothesizes developmental stages that cut across those sequences. The six stages are defined by specified combinations of three speech…
Descriptors: Case Studies, College Students, English (Second Language), Higher Education