Writing as a Learning Tool | Integrating Theory and Practice

Päivi Tynjälä (u. a.)

ISBN 10: 0792369149 / ISBN 13: 9780792369141

Published by Springer Netherland, 2001

About this Item

Writing as a Learning Tool | Integrating Theory and Practice | Päivi Tynjälä (u. a.) | Taschenbuch | vii | Englisch | 2001 | Springer Netherland | EAN 9780792369141 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Seller Inventory # 102058936

Bibliographic Details

• Title: Writing as a Learning Tool | Integrating Theory and Practice
• Publisher: Springer Netherland
• Publication Date: 2001
• Language: English
• ISBN 10: 0792369149
• ISBN 13: 9780792369141
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 235W x 155H x 13D millimeters 235 millimeters width by 155 millimeters height by 13 millimeters depth
• Weight: 359 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

In a brief summary, the debate concerning the nature of writing processes is about whether the essential characteristic of expertise in writing is a matter of mastering problem-solving strategies. In this respect, the role of social and interactive factors, such as writers' familiarity with the particular genre in which they are writing and their relationship with the discourse community in which they are participating, have been pointed out (e.g. Nystrand, 1989). According to the socio-interactive approach, which refers to Vygotsky's theory, the composition process is a dialogue between the writer and the reader made possible by socially shared knowledge. The meaning of a text is a social construct that is negotiated between the reader and the writer through the medium of the text. The importance of motivational aspects has also been highlighted by two main lines of research, studies of the relationship between writing and self-efficacy (e.g. Pajares & Johnson, 1994, 1996) and studies of the role of interest in the production of expository texts (e.g. Albin, Benton & Khramtsova, 1996; Benton, Corkill, Sharp, Downey, Khramtsova, 1995; Hidi & McLaren, 1990, 1991). Self-efficacy, in this context individuals' beliefs about their ability to produce certain types of texts, have been found to be predictive of writing skills, strategy use and writing performance.