Writing as a Learning Activity
DOI:
https://doi.org/10.58213/ell.v3i1.32Abstract
Is there a function for writing in the process of learning? It's important to know what aspects of writing play a part in the learning process. To what extent should educators promote and facilitate the use of writing as a learning tool among their students? Those are the types of pressing questions that the new cutting-edge book, writing as an educational activity, is working hard to address. Since its start in the late 1970s, evidence-based research on writing-to-learn has grown into a thriving and lucrative area of study. As well as highlighting current issues and developments, this collection's editors intend to bring out challenges and opportunities that remain for the field going forward. With these goals in mind, they've brought together specialists and research organisations from nine countries, ranging from cognitive psychology to literature to linguistics and even history education. Writing-to-learn research is a truly multidisciplinary endeavour, as evidenced by the thirteen chapters of this edited volume, which draw on various theoretical paradigms (e.g., classic cognitivism; social constructivism; situated cognition; semiotics) and employ various methodologies (e.g., grounded theory) (e.g., laboratory experiments; quasi-experimental interventions studies; design experiments; phenomenographic studies; discourse and content analysis; etc.).
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