Abstract
This introductory chapter begins with a brief historical account of the writing-to-learn movement, emphasising especially the significance of the cognitive revolution for the development of both teaming research and writing research. The next section considers those theories of the writing process which have had the most profound impact on writing-to-learn, theories of writing as problem solving. Further on, theories and views of learning are discussed as essential determinants of approaches to writing as a learning tool. it is emphasised that current constructivist and social constructivist views imply the use of writing activities requiring transformations of knowledge, social interaction, and collaboration, as well as the integration of writing with other forms of learning and studying.
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© 2001 Springer Science+Business Media Dordrecht
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Tynjälä, P., Mason, L., Lonka, K. (2001). Writing as a Learning Tool: An Introduction. In: Tynjälä, P., Mason, L., Lonka, K. (eds) Writing as a Learning Tool. Studies in Writing, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0740-5_2
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DOI: https://doi.org/10.1007/978-94-010-0740-5_2
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6914-1
Online ISBN: 978-94-010-0740-5
eBook Packages: Springer Book Archive