Writing as a learning activity / / edited by Perry D. Klein [and three others].

• Superior document: Studies in Writing, Volume 28
• TeilnehmendeR: Klein, Perry D.,
• Place / Publishing House: Leiden, The Netherlands : : Brill,, 2014.; ©2014
• Year of Publication: 2014
• Language: English
• Series: Studies in writing ; Volume 28.
• Physical Description: 1 online resource (396 p.)
• Notes: Description based upon print version of record.
• Other title: Front Matter /; New Directions in Writing as a Learning Activity /; Writing to Argue: Writing as a Tool for Oral and Written Argumentation /; Writing as a Vocabulary Learning Tool /; Supportive Writing Assignments for Less Skilled Writers in the Mathematics Classroom /; Writing to Engage Students in Historical Reasoning /; Writing to Learn from Multiple-Source Inquiry Activities in History /; Strategy Instruction in Writing in Academic Disciplines /; Writing a Synthesis from Multiple Sources as a Learning Activity /; Summary Writing as a Tool for Improving the Comprehension of Expository Texts: An Intervention Study in a Primary School /; Moving from “Fuzziness” to Canonical Knowledge: The Role of Writing in Developing Cognitive and Representational Resources /; Writing about Reading to Advance Thinking: A Study in Situated Cognitive Development /; University Students’ Knowledge Construction during Face to Face Collaborative Writing /; Knowledge Construction in Collaborative Science Writing: Strategic Simplicity, Distributed Complexity, and Explanatory Sophistication /; References /; Indexes /
• Bibliography: Includes bibliographical references and indexes.
• ISBN: 9004265015
• ISSN: 1572-6304
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Perry D. Klein [and three others].

Writing as a learning activity offers an account of the potentials of writing as a tool for learning. Four aspects of writing emerge particularly clearly through the chapters. First, writing to learn depends on the cognitive strategies of the writer; instruction in such strategies contributes significantly to the ability to use writing as a learning tool. Secondly, strategies for writing and reasoning are largely specific to academic disciplines. Thirdly, writing is not, as traditionally conceived, only an individual ability, but also an activity that is social. It is a collaborative practice facilitated by representational tools-- books, computer, notes, schemata, drawings, et cetera – by which knowledge is acquired, organized, and transformed at various levels of complexity. Fourthly, writing is a productive activity, exemplified by the varied and positive effects of writing on learning different subjects at various educational levels.