Abstract

This article responds to Burleson and Rowan's (1985) discussion of the relationship between social-cognitive ability and writing skill. A study is reported in which 49 9-year-old children completed a social-cognition task, wrote four compositions (literary/narrative, expressive, referential, and persuasive), and produced oral messages. Correlational analyses showed that social-cognitive ability was most strongly related to the oral task (r = .37), weakly related to the literary/narrative task (r = .25), and very weakly (nonsignificantly) related to performance on the other writing tasks.

Journal
Written Communication
Published
1985-07-01
DOI
10.1177/0741088385002003004

Citation Context

Cited by in this index (4)

  1. Rhetoric Society Quarterly
  2. Written Communication
  3. Written Communication
  4. Written Communication

Cites in this index (5)

  1. Written Communication
  2. Written Communication
  3. Written Communication
  4. Written Communication
  5. Research in the Teaching of English
Also cites 2 works outside this index ↓
  1. 10.2307/358094
  2. 10.1080/00221325.1981.10532839
CrossRef global citation count: 6 View in citation network →