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"How Much Are We the Wiser?": Continuity and Change in Writing and Learning in the Content Areas by George E. Newell — 1998In this chapter, I will argue that the nature of the writing task and
the kinds of learning from text that writing may foster are keys to
understanding the importance of writing in academic learning, making
writing an important tool as well as a "central skill" in the secondary
school curriculum. Perhaps more important, I will argue that, when any
school reform agenda asks teachers to select writing activities to promote
learning, attention must go to the diverse nature of the cultural
and institutional contexts that complicate a writing-to-learn agenda.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 97, No. 2. |
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- George Newell
Ohio State University
E-mail Author
GEORGE E. NEWELL is Associate Professor of English Education in the School of
Teaching and Learning at Ohio State University.
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