The Uses of Function: James Britton's Category System and Research on Writing

Durst, Russel K.; Newell, George E.

doi:10.2307/1170204

Cited by 6 publications

(6 citation statements)

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“…Subsequent research began to investigate some of these factors. For example, a review by Durst and Newell (1989) underscored the importance of the nature of the writing task in producing learning effects. Essentially, the authors interpreted prior research as indicating that note taking, answering comprehension questions, and summarizing have similar effects on learning: They help students to review, consolidate, and retain information.…”

Section: The Influence Of Context On Writing Effectsmentioning

confidence: 99%

The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis

Bangert-Drowns

Hurley

Wilkinson

2004

Review of Educational Research

577

408

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Since the early 1970s, many educators have touted writing as a means of enhancing learning. Several reasons have been suggested for this purported enhancement: that writing is a form of learning, that writing approximates human speech, that writing supports learning strategies. Alternatively, some researchers have cautioned that the educative effects of writing may be contingent on the contexts in which it occurs. The research on writing’s effects on learning is ambiguous. This meta-analysis of 48 school-based writing-to-learn programs shows that writing can have a small, positive impact on conventional measures of academic achievement. Two factors predicted enhanced effects: the use of metacognitive prompts and increased treatment length. Two factors predicted reduced effects: implementation in Grades 6–8 and longer writing assignments

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Section: The Influence Of Context On Writing Effectsmentioning

confidence: 99%

The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis

Bangert-Drowns

Hurley

Wilkinson

2004

Review of Educational Research

577

408

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“…Research studies support the use of both talk and writing as teaching and learning strategies (Durst & Newell, 1989;Gaskins et al, 1994;Hayes, 1987;Langer & Applebee, 1987;Newell, 1984Newell, , 1986Rivard, 1994). However, talk and writing, used separately, may not be quite as helpful for conceptualizing relationships as a strategy that combines them in order to obtain the benefits of both modalities (Olson, 1994;Thaiss, 1988).…”

Section: Theoretical Perspectivementioning

confidence: 99%

The effect of talk and writing on learning science: An exploratory study

Rivard,

Straw

2000

Sci. Ed.

270

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This study investigated the role of talk and writing on learning science. The purpose was to explore the effect of talk, writing, and talk and writing on the learning and retention of simple and integrated knowledge, and to describe the mechanisms by which talk and writing mediate these processes. Forty‐three students were randomly assigned to four groups, all stratified for gender and ability. At intervals during an instructional unit, three treatment groups received problem tasks that involved constructing scientific explanations for real‐world applications of ecological concepts. A control group received simpler descriptive tasks based on similar content. Students in the talk‐only treatment group (T) discussed the problem tasks in small peer groups. Students in the writing‐only treatment group (W) individually wrote responses for each of the tasks, but without first talking to other students. Students in the combined talk and writing treatment group (TW) discussed the problems in groups prior to individually writing their explanations. Dependent variables included simple, integrated, and total knowledge scores based on multiple‐choice tests, essay questions, and concept maps obtained at three timepoints during the study: a pretest; an immediate posttest; and a delayed posttest. Records of student talk and writing were also analyzed to describe the mechanisms involved. The findings suggest that talk is important for sharing, clarifying, and distributing knowledge among peers, while asking questions, hypothesizing, explaining, and formulating ideas together are all important mechanisms during peer discussions. Analytical writing is an important tool for transforming rudimentary ideas into knowledge that is more coherent and structured. Furthermore, talk combined with writing appears to enhance the retention of science learning over time. Moreover, gender and ability may be important mediating variables that determine the effectiveness of talk and writing for enhancing learning. © 2000 John Wiley & Sons, Inc. Sci Ed 84:566–593, 2000.

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“…The type of writing assignment is crucial in enhancing different aspects of learning ( Durst and Newell, 1989 ; Bangert-Drowns et al. , 2004 ).…”

Section: Introductionmentioning

confidence: 99%

Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

Mynlieff

Manogaran

Maurice

et al. 2014

LSE

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The Uses of Function: James Britton's Category System and Research on Writing

Cited by 6 publications

References 0 publications

The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis

The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis

The effect of talk and writing on learning science: An exploratory study

Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

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