"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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