The ability to think critically is an important and valuable skill that students should develop to successfully solve problems. The process of writing requires critical thinking (CT), and the subsequent piece of text can be viewed as a product of CT. One of the strategies educators may use to develop CT is modelling. Given ChatGPT's ability to…

The purpose of this paper is to review the utility of think alouds in writing instruction and highlight the function of think-aloud modeling in the development of cognitive and metacognitive strategies that support learners' independence. For these purposes, modeling with coping is also explained. Coping models, in which teachers encounter…

The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost…

Research suggests that experts and beginners use qualitatively different writing processes when given the same text to write. Throughout their writing, experts tend to create a network of executive, structural, and content problems that they continually refine and coordinate as they bring the text to fruition. Novices, in contrast, tend to focus…

This exploratory study sheds new light on students' perceptions of online feedback types for a complex writing task, summary writing from spoken input in a foreign language (L2), and investigates how these correlate with their actual learning to write. Students tend to favour clear-cut, instructivist rather than constructivist feedback, and guided…

In this article, modified cognitive strategy instruction in writing (CSIW), a cognitive strategy instructional model is described. Modified CSIW was designed based on two effective instructional models: cognitive strategy instruction in writing (CSIW) and self-regulated strategy development (SRSD). Modified CSIW provides tailored instruction to…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…

It is likely difficult for academics to think of a college or university that does not have some program of general education (GE). Over the past century, GE's model of liberal learning has become so entrenched in U.S. universities that it is widely seen as the core of the national undergraduate curriculum. In a series of distributed courses that…

Replies to Steinberg's article on protocol analysis in this issue and argues that even if the writing process is a problem-solving process, it is too complex to analyze sufficiently using protocols. (SRT)

Presents a five-step model for problem solving in approaching composition writing assignments. Explains how it worked in an actual classroom setting. (EL)

Describes some of the key intellectual actions that underlie the process of revision in writing and that most affect its practice. Provides a working model of revision and discusses diagnosing problems and devising solutions. (HTH)

A new core curriculum at Newmann College (Pennsylvania) aims to provide liberal learning through cross-disciplinary instruction without destroying the identity of specific content areas. The Collaborative Probing Model (CPM) provides a basis for the kind of creative self-control that will lead to flexible work within and between disciplines. This…

Presents a model of the writing process using three stages of drafting: zero drafting--the discovery and initial realization of the topic; problem solving drafting--the identification and resolution of major conceptual and organizational problems; and final drafting--the attempt to arrive at the best possible solution to a rhetorical problem. (MM)

Describes an exercise for a business writing class which provides teams of students with a simulated encounter involving extended conflict with an adversarial business person, extending over several weeks, and requiring extensive problem solving and a range of business writing. (SR)

The apprenticeship model can be adapted to teaching and learning cognitive skills in reading, writing, and mathematics, as illustrated by three successful examples. A cognitive apprenticeship framework is presented for the design of learning environments incorporating content taught, pedagogical methods, sequencing of learning activities, and…