Journal of Writing Research earli | contact
journal description
aims and scope
open access
editorial board
current issue
back issues
early view
special issue
most downloaded
peer review policy
related websites


Conditions for Writing to Learn

Galbraith, D. (2015)
Journal of Writing Research, 7(1), 215-226

This paper is a response to an invitation from the editors of the special issue to comment on the ingredients of effective writing to learn interventions as reflected in the contributions to the special issue. The six papers in the issue vary widely in approach and underlying theoretical frameworks but share the broad common theme of writing to learn. Within this, they vary along three main dimensions: (i) how learning is defined and assessed, and in particular whether they assess effects of the writing intervention on content knowledge; (ii) related to this, whether they are primarily focussed on discipline specific skills or on more general effects of writing; and (iii) whether they are designed to carry out a controlled evaluation of the writing intervention or rather are concerned with describing the design and purpose of a specific intervention. In what follows, I will first consider the general characteristics of the papers in relation to these three dimensions. I will then reflect on the findings of the individual papers, and then conclude by relating the papers to my personal understanding of writing to learn in terms of a dual-process model of writing.

PDF | doi: 10.17239/jowr-2015.07.01.09

Export citation: EndNote | BibTeX

For readers
free subscription
alert service
full text
For authors
guide for authors
submit article
For reviewers
guide for reviewers
submit review
Repository login
home contact