Reading and writing tasks on different university degree courses: what do the students say they do?

Studies in Higher Education

Volumn 32, Issue 4, 2007, Pages 489-510

  Mateos, Mar ^a   Villalón, Ruth ^a   De Dios, Maria Jose ^a   Martín, Elena ^a  

^a UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547663366     PISSN: 03075079     EISSN: 1470174X     Source Type: Journal    
DOI: 10.1080/03075070701476183     Document Type: Article

References (38)

1. Albi, M. L., Benton, S. L. & Khramtson, I. (1996) Individual differences in interest and narrative writing, Contemporary Educational Psychology, 21, 305-324.
2. Alexander, P. A. & Jetton, T. L. (2000) Learning from text: a multidimensional and developmental perspective, in: M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds) Handbook of reading research, vol. III (Mahwah, NJ, Erlbaum), 285-310.
3. Alvermann, D. E. & Moore, D. W. (1991) Secondary school reading, in: M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds) Handbook of reading research, vol. II (New York, Longman), 951-983.
4. Bean, T. W. (2000). Reading in the content areas: social constructivist dimensions, in: M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds) Handbook of reading research, vol. III (Mahwah, NJ, Erlbaum), 629-644.
5. Bereiter, C. & Scardamalia, M. (1987) The psychology of written composition (Hillsdale, NJ, Erlbaum).
6. Björk, L., Bräuer, G., Rienecker, L. & Stray Jörgensen, P. (Eds) (2003) Teaching academic writing in European higher education (Dordrecht, Kluwer).
7. Boscolo, P. & Mason, L. (2001) Writing to learn, writing to transfer, in: P. Tynjälä, L. Mason & K. Lonka (Eds) Writing as a learning tool: integrating theory and practice (Dordrecht, Kluwer), 83-104.
8. Brown, A. & Campione, J. C. (1996) Psychological theory and the design of innovative learning environments: on procedures, principles, and systems, in: L. Schauble & R. Glaser (Eds) Innovations in learning: new environments for education (Mahwah, NJ, Erlbaum), 289-325.
9. Carlino, P. (Ed.) (2004) Leery escribir en la universidad (Buenos Aires, Asociación Internacional de Lectura/ Lectura y Vida).
10. Doyle, W. (1983) Academic work, Review of Educational Research, 53, 159-199.
11. Flower, L. (1990) The role of task representation in reading-to-write, in: L. Flower, V. Stein, J. Ackerman, et al. (1990) Reading-to-write: exploring a cognitive and social process (New York, Oxford University Press), 35-75.
12. Halliday, M. A. K. & Martin, J. R. (1993) Writing science: literacy and discursive power (London, Falmer Press).
13. Hidi, S. & McLaren, J. (1991) Motivational factors in writing: the role of topic interestingness, European Journal of Psychology of Education, 6, 187-197.
14. Keys, C. W. (1995) An interpretative study of students' use of scientific reasoning during a collaborative report writing intervention in ninth grade general science, Science Education, 79, 415-435.
15. Keys, C. W. (2000) Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report, Journal of Research in Science Teaching, 37, 676-690.
16. Kintsch, W. (1998) Comprehension: a paradigm for cognition (Cambridge, Cambridge University Press).
17. Langer, J. A. & Applebee, A. N. (1987) How writing shapes thinking: a study of teaching and learning. Research Report No. 22 (Urbana, IL, National Council of Teachers of English).
18. Lea, M. R. & Stierer, B. (Eds) (2000) Student writing in higher education: new contexts (Buckingham, Open University Press).
19. Mason, L. & Boscolo, P. (2000) Writing and conceptual change. What changes?, Instructional Science, 28, 199-226.
20. Monereo, C., Carretero, R., Castelló, M., Gómez, I. & Pérez Cabani, M. L. (1999) Toma de apuntes en estudiantes universitarios: descripción de las condiciones en un escenario específico, in: J. I. Pozo & C. Monereo (Eds) El aprendizaje estratégico (Madrid, Santillana), 219-236.
21. Nystrand, M. (1989) A social-interactive model of writing, Written Communication, 6, 65-85.
22. Olson, D. R. (1994) The world on paper: the conceptual and cognitive implications of writing and reading (Cambridge, Cambridge University Press).
23. Pajares, F. (2003) Self-efficacy beliefs, motivation, and achievement in writing: a review of the literature, Reading and Writing Quarterly, 19, 139-158.
24. Perfetti, C. A., Britt, M. A. & Giorgi, M. C. (1995) Text-based learning and reasoning: studies in history (Hillsdale, NJ, Erlbaum).
25. Qin, Z., Johnson, D. & Johnson, R. (1995) Cooperative versus competitive efforts and problem solving, Review of Educational Research, 65, 129-143.
26. Raphael, T. E. (2000) Balancing literature and instruction: lessons from the Book Club Project, in: B. M. Taylor, M. F. Graves & P. Van den Broek (Eds) Reading for meaning: fostering comprehension in the middle grades (Newark/New York, International Reading Association/Teachers College Press), 70-94.
27. Rivard, L. P. & Straw, S. B. (2000) The effect of talk and writing on science learning: an explanatory study, Science Education, 84, 566-593.
28. Scardamalia, M. & Bereiter, C. (1991) Literate expertise, in: K. A. Ericsson & J. Smith (Eds) Toward a theory of expertise (Cambridge, MA, Cambridge University Press), 172-194.
29. Simpson, M. L. & Nist, S. L. (2000) An update on strategic learning: it's more than textbook reading strategies, Journal of Adolescent Qf Adult Literacy, 43, 528-541.
30. Solé, I., Mateos, M., Miras, M., et al. (2005) Lectura, escritura y adquisición de conocimientos en Educación Secundaria y Educación Universitaria, Infancia y Aprendizaje, 28(3), 329-347.
31. Spivey, N. N. (1997) Reading, writing and the making of meaning: the constructivist metaphor (San Diego, CA, Academic Press).
32. Tynjälä, P. (1998) Traditional study for examination versus constructivist learning tasks: do learning outcomes differ?, Studies in Higher Education, 23(2), 173-189.
33. Tynjälä, P. (2001) Writing, learning and the development of expertise in higher education, in: P. Tynjälä, L. Mason & K. Lonka (Eds) Writing as a learning tool: integrating theory and practice (Dordrecht, Kluwer), 37-56.
34. Tynjälä, P., Mason, L. & Lonka, K. (2001) Writing as a learning tool: an introduction, in: P. Tynjälä, L. Mason & K. Lonka (Eds) Writing as a learning tool: integrating theory and practice (Dordrecht, Kluwer), 1-6.
35. Van Dijk, T. A. & Kintsch, W. (1983) Strategies of discourse comprehension. (San Diego, CA, Academic Press).
36. Wallace, C. S., Hand, B. & Prain, V. (2004) Writing and learning in the science classroom (Boston, MA, Kluwer).
37. Ylijoki, O. H. (2000) Disciplinary cultures and the moral order of studying: a case-study of four Finnish university departments, Higher Education, 39(3), 339-362.
38. Wiley, J. & Voss, J. F. (1999) Constructing arguments from multiple sources: tasks that promote understanding and not just memory for text, Journal of Educational Psychology, 91, 301-311.