To Write or Not to Write

Written Communication Oct 1992

ANN M. PENROSE

Abstract

This study explores the assumption that writing is a way to learn by examining the influence of task interpretation on writing and studying as learning aids. Forty college freshmen performed two tasks: reading-to-write and reading-to-study. Approaches to each task were categorized to test for effects of task interpretation. Students answered passage-specific comprehension questions after each task and gave think-aloud protocols as they worked. To assess learning processes, protocol transcripts were analyzed using a taxonomy of cognitive operations. Writing led to lower scores than studying on two of four comprehension measures. Writing and studying led to different patterns of cognitive operations when students worked with a fact-based source passage, but (a) these differences interacted with task interpretation, and (b) virtually no effects of task were observed on a more abstract passage. Results indicate that task interpretation and the nature of the material to be learned are important mediating variables in the relationship between writing and learning.

Journal: Written Communication
Published: 1992-10-01
DOI: 10.1177/0741088392009004002
Open Access: Closed
Topics: qualitative research

Citation Context

Cited by in this index (5)

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CrossRef global citation count: 31 View in citation network →