Writing as a Learning Tool

Integrating Theory and Practice

  • Päivi Tynjälä
  • Lucia Mason
  • Kirsti Lonka

Part of the Studies in Writing book series (STUW, volume 7)

Table of contents

  1. Front Matter
    Pages i-vi
  2. David R. Olson
    Pages 1-5
  3. Päivi Tynjälä, Lucia Mason, Kirsti Lonka
    Pages 7-22
  4. Nancy Nelson
    Pages 23-36
  5. Martin Nystrand, Adam Gamoran, William Carbonaro
    Pages 57-81
  6. Pietro Boscolo, Lucia Mason
    Pages 83-104
  7. Brian M. Hand, Vaughan Prain, Larry Yore
    Pages 105-129
  8. Virpi Slotte, Kirsti Lonka
    Pages 131-143
  9. James Hartley, Päivi Tynjälä
    Pages 161-182
  10. Back Matter
    Pages 183-219

About this book

Introduction

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. 

Keywords

Essay ecology education learning

Editors and affiliations

  • Päivi Tynjälä
    • 1
  • Lucia Mason
    • 2
  • Kirsti Lonka
    • 3
  1. 1.University of JyväskyläFinland
  2. 2.University of LecceItaly
  3. 3.University of HelsinkiFinland

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-010-0740-5
  • Copyright Information Kluwer Academic Publishers 2001
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-7923-6914-1
  • Online ISBN 978-94-010-0740-5
  • Series Print ISSN 1572-6304
  • About this book
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