This book is an outstanding account of the current state of using writing in service of learning. It presents psychological and educational foundations of writing across the curriculum movement and describes writing-to-learn practices implemented at different levels of education. It provides concrete applications and ideas about how to enhance student learning by means of writing. It is useful for educators, curriculum developers, psychologists, cognitive scientists, writing researchers, and teachers.
Prologue; D.R. Olson.
Writing as a Learning Tool: An Introduction; P. Tynjälä, et al.
Writing to Learn: One Theory, Two Rationales; N. Nelson.
Writing, Learning and the Development of Expertise in Higher Education; P. Tynjälä.
On the Ecology of Classroom Instruction: The Case of Writing in High School English and Social Studies; M. Nystrand, et al.
Writing to Learn, Writing to Transfer; P. Boscolo, L. Mason.
Sequential Writing Tasks' Influence on Science Writing; B.M. Hand, et al.
Note Taking and Essay Writing; V. Slotte, K. Lonka.
Portfolio: Integrating Writing, Learning and Assessment; P. Linnakylä.
New Technology, Writing and Learning; J. Hartley, P. Tynjälä.
References. Name Index. Subject Index. List of Contributors.