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The cognitive theory of composition (hereafter referred to as "cognitive theory") can trace its roots to psychology and cognitive science. Lev Vygotsky's and Jean Piaget's contributions to the theories of cognitive development and developmental psychology could be found in early work linking these sciences with composition theory (see Ann E. Berthoff).
In her article "Embodied Writing: A Tool for Teaching and Learning in Dance", dance theorist Betsy Cooper defines embodied writing as: vividly descriptive writing inclusive of an array of sensory mechanisms such that a kinesthetic and visceral experience unfolds during the act of writing and a sympathetic response ensues for the reader. [3]
W.E. Coles Jr. suggests that teaching writing should be approached as teaching art, with the teacher serving as facilitator or guide for the student-writer's free expression; he also calls for classroom practices such as peer-reviews, class discussions, and the absence of grades, in order to best guide the self-identification he sees as crucial ...
The process theory of composition (hereafter referred to as "process") is a field of composition studies that focuses on writing as a process rather than a product. Based on Janet Emig's breakdown of the writing process, [1] the process is centered on the idea that students determine the content of the course by exploring the craft of writing using their own interests, language, techniques ...
Writing education in the United States at a national scale using methods other than direct teacher–student tutorial were first implemented in the 19th century. [1] [2] The positive association between students' development of the ability to use writing to refine and synthesize their thinking [3] and their performance in other disciplines is well-documented.
The process in the development of the Writing-Enriched Curriculum provides a space for equal dialogue between all faculty in all disciplines. WEC is no longer solely dedicated to composition studies and other writing courses, but has expanded toward the Performing Arts curriculum achieving interdepartmental dialogue between all faculty.
A rubric is a tool used in writing assessment that can be used in several writing contexts. A rubric consists of a set of criteria or descriptions that guides a rater to score or grade a writer. The origins of rubrics can be traced to early attempts in education to standardize and scale writing in the early 20th century. Ernest C Noyes argues ...
Please help improve it by replacing them with more appropriate citations to reliable, independent, third-party sources. ( May 2019 ) ( Learn how and when to remove this message ) In U.S. education, deeper learning is a set of student educational outcomes including acquisition of robust core academic content, higher-order thinking skills, and ...