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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Bibliographic Details
Published inComposition Studies Vol. 51; no. 1; pp. 213 - 219
Main Author Lince, Anthony
Format Journal Article Book Review
LanguageEnglish
Published Chicago University of Massachusetts Boston 22.03.2023
University of Cincinnati on behalf of Composition Studies
Subjects
Academic Achievement
Academic readiness
Classrooms
Cognition & reasoning
Cognitive Psychology
College Readiness
Community Relations
Curricula
Educational History
Epistemology
Inner Speech (Subvocal)
Learner Engagement
Metacognition
Pedagogy
Resistance (Psychology)
Student writing
Success
Teachers
Teaching
Teaching Methods
Trauma
Writing instruction
Writing Tests
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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).
ISSN:1534-9322
2832-0093