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[21] [25] Researchers even suggest that personal free writing in students is correlated to improvements in working memory. [26] Donald M. Murray positions free writing as a critical discovery tool within the writing process. Free writing plays a key role in this exploratory process of using language to uncover and articulate the meaning within ...
Expository writing is a type of writing where the purpose is to explain or inform the audience about a topic. [13] It is considered one of the four most common rhetorical modes. [14] The purpose of expository writing is to explain and analyze information by presenting an idea, relevant evidence, and appropriate discussion.
The study of how language influences thought, and vice-versa, has a long history in a variety of fields. There are two bodies of thought forming around this debate. One body of thought stems from linguistics and is known as the Sapir–Whorf hypothesis. There is a strong and a weak version of the hypothesis which argue for more or less ...
The effects of positive thinking are not yet thoroughly researched, but some studies suggest that there is a correlation between positive thinking and well-being. [157] For example, students and pregnant women with a positive outlook tend to be better at dealing with stressful situations.
Reflective writing helps students to develop a better understanding of their goals. Reflective writing is regularly used in academic settings, as it helps students think about how they think and allows students to think beyond the scope of the literal meaning of their writing or thinking. [8] In other words, it is a form of metacognition ...
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 ...
It is a process of discovery in its own right, and the process unfolds differently in the aphorism than it does in the essay, and differently through irony than through the counter-example. (Along the way, Lysaker argues against strong form-content distinctions, claiming that each influences the other.)
In the 1970s, the Process Theory of Composition focused on writing as a process. Linda Flower and John Hayes studied problem finding and solving, and argued this was a creative cognitive activity that writing and art had in common. [13] Flower and Hayes also argue that writing is multimodal thinking, because writers don't think in just words.