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Strategy Instruction in Writing in Academic Disciplines

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Chapter Summary

This chapter reviews recent work that has attempted to apply understandings of domain-specific reading and writing processes to develop strategy instruction approaches in the disciplines of history and literature. The overall argument is that the principles and methods that have been developed in the field of cognitive strategy instruction helps us do a better job of teaching complex cognitive processes in disciplinary fields. The chapter reviews the basic components of cognitive strategy instruction together with their theoretical foundations. It briefly discusses variations in models of strategy instruction particularly with regard to self-regulation and social support. The chapter addresses applications of strategy instruction to writing-to-learn in history, briefly discussing research on cognitive processes in the discipline. It describes one study that applied strategy instruction to literary analysis. The chapter considers one approach to learning through writing in science that is consistent with strategy instruction principles.

Keywords: cognitive strategy instruction; disciplinary fields; domain-specific writing process; domain-specific reading process; literary analysis; social support; strategy instruction principles



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