Written Communication Jul 1995

Where Cognitive Psychology Applies: How Theories about Memory and Transfer Can Influence Composition Pedagogy

JULIE FOERTSCH

Abstract

What sort of approach should we use to teach writing skills in today's classrooms? Many socially oriented scholars think we should teach context-specific writing skills that address the text's social milieu, whereas cognitively inclined scholars think we should teach more general models that can be adapted to a wide variety of writing contexts. As a number of composition theorists (e.g., Carter, 1990; Flower, 1994; Nystrand, 1989) have argued, a genuine synthesis between the cognitive theorists' general knowledge perspective and the social theorists' local knowledge perspective is necessary if we wish to teach students of diverse backgrounds how to write successfully in a variety of present and future contexts. This article attempts to bridge the misleading dichotomy between local knowledge and general knowledge by applying what cognitive psychologists have discovered about memory, expertise, and the transfer-of-learning to the question of appropriate composition pedagogy.

Journal
Written Communication
Published
1995-07-01
DOI
10.1177/0741088395012003006
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Open Access
Closed
Topics
writing pedagogy
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Citation Context

Cited by in this index (3)

  1. Rounsaville et al. (2022)
    Relationality in the Transfer of Writing Knowledge
    College Composition and Communication
  2. Carillo (2016)
    Creating Mindful Readers in First-Year Composition Courses
    Pedagogy
  3. James (2008)
    The Influence of Perceptions of Task Similarity/Difference on Learning Transfer…
    Written Communication

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