TR 31. Strategic Differences in Composing: Consequences
for Learning Through Writing, by Ann M. Penrose.
Exploring the assumption that writing is a way to learn,
Penrose reports on a study of college freshman writers in
which she identifies those features of the writing process
that may influence learning. She discusses the relative
effects of writing on different kinds of learning. May,
1989; 18 pages; $3.50.
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TR 40. Reading, Writing, and Knowing: The Role of
Disciplinary Knowledge in Comprehension and
Composing, by John M. Ackerman. To explore how
experienced writers use both knowledge of a specific
discipline and knowledge of general rhetorical skills,
Ackerman analyses 40 synthesis essays written by graduate
students in psychology and business. He finds that reading
comprehension and composing processes are interrelated.
March, 1990; 42 pages; $4.00.
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OP 16. Using Student Writing to Assess and Promote
Understandings in Science, by Paul Ammon and Mary Sue
Ammon. Using examples of writing from elementary and high
school students, this paper suggests that writing
assignments can be a particularly rich source of
information for science teachers who wish to take their
students' present understandings into account as they plan
and carry out instruction. January, 1990; 6 pages; $3.50.
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