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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 1998

In 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.


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This article originally appeared as NSSE Yearbook Vol 97, No. 2.


Cite This Article as: Teachers College Record Volume 99 Number 6, 1998, p. 178-202
http://www.tcrecord.org ID Number: 18739, Date Accessed: 10/21/2017 12:46:45 AM

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About the Author
  • 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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