Pedagogical Perspectives on Cognition and Writing
[...]the editors and contributors of this book-by focusing on writing-related transfer, metacognition, and the habits of mind within the Framework for Success in Postsecondary Writing-call attention to some of the rich, and also problematic, potential for when we set our disciplinary sights on cogni...
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Published in | Composition Studies Vol. 51; no. 1; pp. 213 - 219 |
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Main Author | |
Format | Journal Article Book Review |
Language | English |
Published |
Chicago
University of Massachusetts Boston
22.03.2023
University of Cincinnati on behalf of Composition Studies |
Subjects | |
Online Access | Get full text |
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Summary: | [...]the editors and contributors of this book-by focusing on writing-related transfer, metacognition, and the habits of mind within the Framework for Success in Postsecondary Writing-call attention to some of the rich, and also problematic, potential for when we set our disciplinary sights on cognitive theories of writing. In her foreword, Susan Miller-Cochran (who took part in drafting the Framework) details how the Framework came to be and how adopting the Framework's habits of mind in her own writing classes was a "game-changer" for her pedagogical approaches (ix). Since the Framework's habits of mind, especially metacognition, play such a prominent role in the book, this opening context is helpful, particularly for readers who may not be all that familiar with the document. [...]Michelle Stuckey, James Toweill, Sean Tingle, Heather MacDonald, and Jessica Harnisch end the section with their chapter, "Cognition and Community: Using the Habits of Mind to Engage Students in Community-Focused Writing." [...]in this section, Martha A. Townsend's chapter, "The Effects of Metacognition on Student-Athletes' Academic Performance," pushes back against the stereotypical labels that are often associated with student athletes. [...]this section, Bronwyn T. Williams argues that the writing center is uniquely positioned to create "...emotional experiences for writers." that will offer them a greater ".sense of control, meaning, and simply being heard" (318). |
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ISSN: | 1534-9322 2832-0093 |