Strategic knowledge when reading in order to write

Reading Psychology

Volumn 19, Issue 3, 1998, Pages 287-315

  Lenski, Susan Davis ^a  

^a ILLINOIS STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85011125864     PISSN: 02702711     EISSN: 15210685     Source Type: Journal    
DOI: 10.1080/0270271980190303     Document Type: Article

References (22)

1. Applebee, A.N. (1984). Contexts for learning to write. Norwood, NJ: Ablex.
2. Corno, L., & Randi, J. (1997). Motivation, volition, and collaborative innovation in classroom literacy. In Reading engagement: Motivating readers through integrated instruction (pp. 51-67). Newark, DE: International Reading Association.
3. Davis-Lenski, S. J. (1994). The research process of middle school students. Reading Improvement, 31, 224-242.
4. Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-199.
5. Flower, L. (1994). The construction of negotiated meaning. Carbondale, IL: Southern Illinois University Press.
6. Flower, L. (1990). Introduction: Studying cognition in context. In L. Flower, V. Stein, J. Ackerman, M. J. Kantz, K. McCormick, & W. C. Peck (Eds.), Reading-to-write: Exploring a cognitive and social process (pp. 3-32). New York: Oxford University Press.
7. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine.
8. Hillocks, G. (1995). Teaching writing as reflective practice. New York: Teachers College.
9. Kuhlthau, C. C. (1988). Developing a model of the library search process: Cognitive and affective aspects. Reference Quarterly, 28, 232-242.
10. Lenski, S. D., & Johns, J. L. (1997). Patterns when reading-towrite. Reading Research and Instruction, 37, 15-38.
11. Locke, E. A. & Latham G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.
12. Many, J. E., Fyfe, R., Lewis, G., & Mitchell, E. (1996). Traversing the topical landscape: Exploring students' self-directed readingwriting- research processes. Reading Research Quarterly, 31, 12-35.
13. Marsella, J., Hilgus, T., & McLaren, C. (1992). How students handle writing assignments: A study of eighteen responses in six disciplines. In A. Herrington & C. Moran (Eds.), Writing, teaching, and learning in the disciplines (pp. 174-188). New York: Modern Language Association.
14. McDonald, J. C. (1991). Rethinking the research paper in the writing center. The Writing Center Journal, 7, 124-135
15. McMackin, M.C. (1994). How teachers and students view the task of report writing. Clearing House, 68, 107-110.
16. Nelson J., & Hayes, J.R. (1988). How the writing context shapes college students' strategies for writing from sources (Tech. Rep. No. 1). Pittsburgh, PA: University of Pittsburgh, Center for the Study of Writing.
17. Rosenshine, B., & Meister, C. (1997). Cognitive strategy instruction in reading. In S. Stahl and D. A. Hayes (Eds.), Instructional models in reading (pp. 85-108). Mahwah, New Jersey: Lawrence Erlbaum.
18. Rubin, D. L. (1988). Four dimensions ofsocial construction in written communication. In B. Rafoth and D. L. Rubin (Eds.), The social construction of written communication (pp. 1-36). Norwood, NJ: Ablex.
19. Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71-86.
20. Schwegler, R.A., & Shamoon, L.K. (1982). The aims and process of the research paper. College English, 44, 817-824.
21. Stoan, S. K. (1984). Research and library skills: An analysis and interpretation. College and research libraries, 45, 99-109.
22. Tierney, R.J., & LaZansky, J. (1980). The rights and responsibilities of readers and writers: A contractual agreement. Language Arts, 57, 606-613.