Abstract
The purpose of this study was to examine how different writing tasks influence students’ thinking in reading and writing. The tasks used in this study, writing either a report or a problem-based essay, required students to integrate prior knowledge with information from six sources in order to create their own texts. The 15 undergraduates, enrolled in a seminar on European history, were randomly assigned to one of two task conditions, report or problem. Analyses focused on students’ acquisition of topic knowledge and the ways writers structured meaning as they organized and selected information. For insights into how writers approached these two tasks, all students provided think-aloud protocols and kept reading-writing logs. Classroom observations also provided information about contextual factors that can influence the strategies students use in reading to create their own texts. Comparisons made between the two groups revealed that they differed significantly in their interpretations of the two tasks and in their approaches to restructuring information from sources. However, there was no difference between the amount of prior knowledge that students writing reports and problem-based essays included in their essays, nor were there differences in learning. Both groups of students improved their understanding of a given historical event. Possible directions for future research are discussed.