Realizing a New Research Agenda for Writing-to-Learn: Embedding Process in Context

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dc.creatorHermsen, Lisa M.
dc.creatorFranklin, Scott V.
dc.date2006-09-08
dc.date.accessioned2026-07-07T07:26:04Z
dc.date.available2026-07-07T07:26:04Z
dc.descriptionWriting-to-learn initiatives such as Writing Across the Curriculum or Writing in the Disciplines occupy the center of writing programs nationwide. Nevertheless, research to support the core of the writing-to-learn philosophy--that the writing process can facilitate content learning--is, at best, inconclusive. Calls for additional research have noted the importance of either additional cognitive analyses or new contextual research methods. This paper argues for a unique research agenda that would embed cognitive processes into disciplinary contexts and thus provide a layered, multi-modal research approach into writing and learning.
dc.descriptionSubmitted to Educational Researcher on 9/7/2006
dc.identifierhttps://arxiv.org/abs/physics/0609070
dc.identifierhttp://arxiv.org/abs/physics/0609070
dc.identifier.urihttp://salesiana.dossiersoluciones.com/handle/123456789/116943
dc.subjectPhysics Education
dc.titleRealizing a New Research Agenda for Writing-to-Learn: Embedding Process in Context
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