It has long been recognized that affect (that is, the noncognitive aspect of mental activity) plays a large role in writing and in learning to write. According to Susan H. McLeod, however, the model that has been most used for empirical research on the writing process is based on cognitive psychology and does not take into account affective phenomena. Nor does the social constructionist view of the writing process acknowledge the affective realm except in a very general way. To understand the complete picture, McLeod insists, we need to explore how cognitive, affective, and social elements...
It has long been recognized that affect (that is, the noncognitive aspect of mental activity) plays a large role in writing and in learning to writ...
This reference guide provides a comprehensive review of the literature on all the issues, responsibilities, and opportunities that writing program administrators need to understand, manage, and enact, including budgets, personnel, curriculum, assessment, teacher training and supervision, and more. (Education/Teaching)
This reference guide provides a comprehensive review of the literature on all the issues, responsibilities, and opportunities that writing program adm...
Writing across the curriculum is experiencing a renaissance in institutions across the country. This volume is not only a history of early WAC programs but also of how the people developing those programs were in touch with one another, exchanging ideas and information, forming first a network and then a community.
Writing across the curriculum is experiencing a renaissance in institutions across the country. This volume is not only a history of early WAC program...
