Learning to Write Effectively: Current Trends in European Research - Studies in Writing 25 (Hardback)Mark Torrance (editor), Denis Alamargot (editor), Montserrat Castello (editor), Franck Ganier (editor), Otto Kruse (editor), Anne Mangen (editor), Liliana Tolchinsky (editor), Luuk van Waes (editor), Gert Rijlaarsdam (series editor)
Hardback 431 Pages / Published: 05/09/2012
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This book provides a detailed overview of current or recent research exploring a wide range of ideas, theories, and practices around written text production. European researchers from a broad range of disciplines brought together under the European Research Network on Learning to Write Effectively were instructed to contribute short papers summarising their current activity. The papers are grouped around the four main themes. The first deals with issues around the development of basic ("low-level") writing skills, mainly in the early years of education. The second section focuses directly on issues around the teaching and learning of writing. This is divided into five parts that describe: evaluations of different forms of writing instruction, research exploring the processes by which writers learn, methods of text assessment in educational contexts, research exploring the effects of various learner and teacher variables on the development of writing skill, and conceptions of and variation in educational text genres. The third section reports research exploring effective document design. The final section has a main focus on tools for exploring the writing process.
Number of pages: 431
Weight: 934 g
Dimensions: 234 x 156 x 41 mm
"Learning to write effectively contributes to our fundamental knowledge of how we learn to write in many different contexts and how this is changing with the advent of new technology. The book adds to our knowledge, and it does so from an unusual-European-perspective. Researchers in the field will find it a useful resource for finding out what is going on and for making contact with European colleagues." James Hartley, British Journal of Educational Technology, vol. 44, no. 2, pp. 70-71.
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