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Showing 1 to 15 of 56 results Save | Export
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Masiello, Lea; Skipper, Tracy L. – National Resource Center for the First-Year Experience and Students in Transition, 2013
Surveys of employers continually highlight the need for better communication skills among recent college graduates. Yet, writing instruction in higher education serves far more than a transactional purpose. Writing facilitates learning, helps students gain skills in analysis and synthesis, and supports a range of other personal and intellectual…
Descriptors: Theory Practice Relationship, Communication Skills, Writing Instruction, College Seniors
Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 1991
Interviews Linda Flower, who discusses her beginnings as a researcher, her insights into the role of context in the composing process, her work with classroom teachers, her present involvement with community literacy projects, and how her ideas and research have changed through time. (MG)
Descriptors: Community Education, Interviews, Theory Practice Relationship, Writing (Composition)
Lobdell, James – Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 1991
Presents an interview with James Britton, author of the book "Language and Learning." Discusses poetry and writing, revisions to his book, the relationship between teachers' classroom experiences and the writing of stories, and the practical application of research and theory. (PRA)
Descriptors: Higher Education, Interviews, Poetry, Theory Practice Relationship
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Brooke, Robert – College English, 1989
Examines the work of Linda Flower to explore "control" in writing, approaching her texts from a deconstructive (Derridean) perspective. Concludes that: the paradoxical nature of control has consequences for understanding cognition; and an acknowledgement of these consequences requires a reconsideration of "control" as the…
Descriptors: Higher Education, Process Approach (Writing), Theory Practice Relationship, Writing Instruction
Greene, Stuart – 1990
This paper argues for a dialectical conception of theory that avoids the problem of trying to yoke together theories that embody conflicting epistemological and idealogical concerns in any unified way. Called a "cognitive-social epistemic," this dialectic is a theoretical construct that subsumes a family of cognitive and social theories…
Descriptors: Cognitive Processes, Rhetorical Invention, Social Cognition, Theory Practice Relationship
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Gunnarsson, Britt-Louise – Written Communication, 1997
Elaborates and evaluates a sociolinguistic framework for the study of writing. Discusses application of the framework to the writing that takes place at a local government office. Finds that the workplace constitutes a communicative group of the local-public type, where communication is socially based and hierarchically structured with both spoken…
Descriptors: Case Studies, Higher Education, Organizational Communication, Sociolinguistics
Martin, Judy L. – 1992
Despite the paradigm shift from product to process-centered writing theory, the reality is that students still are offered few options and teachers continue to expect set forms of writing. What continues to count is the end product, usually an academic essay demonstrating all the virtues of mainstream literacy. To explore this charge, a survey was…
Descriptors: Higher Education, Teacher Attitudes, Teaching Methods, Theory Practice Relationship
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Brandt, Deborah – Written Communication, 1986
Examines the relationship among writer, context, and text (1) by exploring the notion of context-independence as it pertains to writers and texts, and (2) by placing the issue of context and composition within a wider framework of context and language use. (FL)
Descriptors: Cognitive Processes, Cultural Context, Educational Theories, Language Usage
Hollingsworth, Sandra – Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 1990
Reflects on experiences with teacher-researchers and the learning that has taken place through their work. Conveys a sense of the process of their work and the products. Presents six major obstacles that the teacher-researchers encountered. (MG)
Descriptors: Higher Education, Teacher Improvement, Teacher Researchers, Teaching Methods
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Baker, Linda – Technical Communication: Journal of the Society for Technical Communication, 1996
Describes aspects of Linda Flower's work used by the author in devising writing technical assistance for teams writing technical reports in the United States General Accounting Office. Discusses three brief case studies describing the relationship between the work program structure (a major barrier to audience-based writing) and the writing…
Descriptors: Audience Awareness, Case Studies, Higher Education, Process Approach (Writing)
Hawisher, Gail E.; Pemberton, Michael A. – Writing Instructor, 1991
Argues that writing instructors have a significant role to play in producing important computer-writing research. Asserts that the insights these instructors gain from teaching inform their research and guide their research practices by allowing them to distinguish subtle patterns and questions worthy of investigation. (PRA)
Descriptors: Computers, Higher Education, Research Design, Research Needs
Rose, Shirley K – 1985
Students write a great deal during their school years, but they apparently never realize that writing affects their lives outside of school and can often even be important to their success. Research on the composing process has enabled teachers to separate the writing process from its product, but theory, practice, and research still focus on the…
Descriptors: Cognitive Processes, Higher Education, Process Education, Teaching Methods
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Brand, Alice G. – College Composition and Communication, 1987
Notes weaknesses in current writing theory as it fails to deal with the affective domains--emotion, memory, motivation, and value. Recommends that future studies should try to make knowledge of the affective processes clear and useful to teachers and students. (NH)
Descriptors: Affective Behavior, Cognitive Processes, Educational Objectives, Higher Education
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Bonk, Curtis J. – Written Communication, 1990
Reviews nine studies in the area of audience awareness and social cognition. Notes that these studies provide an interesting, though extremely incomplete, picture of the relationship between social-cognitive abilities and writing performance. (MG)
Descriptors: Audience Awareness, Elementary Secondary Education, Reader Text Relationship, Social Cognition
Lieberman, David – 1987
One of the goals of writing instruction is to teach students to develop coherence in their writing; however, writing instruction that relies too heavily on logical connections and organizational techniques often introduces so many rules that students lose their personal connection to what they write. Coherence has less to do with structure than…
Descriptors: Coherence, Expository Writing, Identification (Psychology), Logical Thinking
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