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Henriett Pintér : Writing Composition: Road to Knowledge

This literature review presents the theoretical background of the connection between written text and knowledge. The discussion focuses on two major issues. The cognitive processes through which knowledge is communicated in written text are reviewed. The use of written tasks as a development tool, as a method to aid comprehension is detailed. The first part of the study discusses the processes of text production and the use of working memory these involve in the models proposed by Flower and Hayes, Bereiter and Scardamalia, and Kellogg, also highlighting the consequent different conceptions of writing development. Since language structures also play an important role in cognitive processes, the cognitive linguistic concept of metaphor is also presented. The second part of the study focuses on educational practices where written composition is expressly used to facilitate more efficient acquisition of knowledge. One of these areas is the writing-to-learn model, developed to enhance effective learning and thinking. Another is the writing-across-the-curriculum movement, in which written tasks are integrated in the teaching and learning of every subject. Finally the study reviews empirical research focusing on the developmental effects of written composition on learning: using analogical thinking at a higher level, metacognition and integration of new knowledge.

MAGYAR PEDAGÓGIA 109. Number 2. 121-146. (2009)

Levelezési cím / Address for correspondence: Pintér Henriett, Mozgássérültek Pető András Nevelőképző és Nevelőintézete, H–1125 Budapest, Kútvölgyi út 6.


Magyar Tudományos Akadémia