Conditions for writing to learn

Expertise reversal effects in writing-to-learn

This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and metacognitive prompts. The control group received no prompts. In the first half of the term, the experimental group applied more cognitive and meta...

Reading-to-learn and Writing-to-learn Science Activities for the Elementary School Classroom

Many elementary school teachers realize that more and more hands-on activities is not the solution to unsatisfactory science literacy. The process-product debate of the 1960s reform in which alphabet science programs exclusively promoted hands-on concrete discovery activities was not successful for about 75% of elementary school teachers. The uncertainty of unstructured explorations, the discou...

Wrting to learn (WTL) the effects of written assignments on students learning and writing skills

This research aims to develop a model based on writing to learn (WTL) and the effective on promotion of learning and writing skills of students. Therefore, use the nonequivalent control group design with pre- test and post- test. 115 of the undergraduate students of Education University were assigned at random in three groups: Group 1 (short writing assignments), group 2 (analytical essay), and...

14 Genre and Cognitive Development : Beyond Writing to Learn

Scaffolding for computer supported writing to learn activities in vocational training

Dual-T project investigates how ICT can support learning activities involving sharing and reflection about professional experience in order to harmonize school learning with practical experience. In this study we tested the effects of low and high scaffolding on collaborative writing activities on professional procedures. We expected longer, more correct texts to emerge from strongly scaffolded...