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1 | Introduction: Studying Cognitive Processes in the Classroom | 3 |
I | Interpreting Reading and Writing Tasks | |
2 | Beyond "Just the Facts": Reading as Rhetorical Action | 19 |
3 | Exploring the Relationship Between Authorship and Reading | 33 |
4 | Writing and Learning: Exploring the Consequences of Task Interpretation | 52 |
5 | Reading to Argue: Helping Students Transform Source Texts | 70 |
6 | The Library Revisited: Exploring Students' Research Processes | 102 |
II | Writing in Classroom Contexts | |
7 | Decision-Making During the Collaborative Planning of Coauthors | 125 |
8 | Revising for Readers: Audience Awareness in the Writing Classroom | 147 |
9 | Exploring Feedback: Writers Meet Readers | 170 |
10 | Using Conferences to Support the Writing Process | 188 |
Appendix: Conducting Process Research | 201 | |
Index | 207 |
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Add Hearing Ourselves Think: Cognitive Research in the College Writing Classroom, In Hearing Ourselves Think, cognitive process research moves from the laboratory to the college classroom, where its rich research tradition continues and an important new set of instructional approaches emerges. Each chapter moves from research re, Hearing Ourselves Think: Cognitive Research in the College Writing Classroom to the inventory that you are selling on WonderClubX
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Add Hearing Ourselves Think: Cognitive Research in the College Writing Classroom, In Hearing Ourselves Think, cognitive process research moves from the laboratory to the college classroom, where its rich research tradition continues and an important new set of instructional approaches emerges. Each chapter moves from research re, Hearing Ourselves Think: Cognitive Research in the College Writing Classroom to your collection on WonderClub |