Methodological issues in using sequential representations in the teaching of writing

Chien-Ching Lee, Jeannette Bopry, John Hedberg

    Research output: Contribution to journalArticlepeer-review

    Abstract

    This study looks at a specific application of Ainsworth's conceptual framework for learning with multiple representations in the context of using multiple sequential graphic organizers that are student-generated for a process-writing task. Process writing refers to writing that consists of multiple drafts. It may be a process of re-writing without feedback or re-writing based on feedback where the teacher or peers will provide feedback on the original draft and then the students will revise their writing based on the feedback given. The objective was to explore how knowledge of students' cognitive processes when using multiple organizers can inform the teaching of writing. The literature review analyzes the interaction of the design, function and task components of the framework; culminating in instructional approaches for using multiple organizers for classes with students of different writing abilities. Extended implications for designers of concept mapping tools based on these approaches are provided.
    Original languageEnglish
    Pages (from-to)131-141
    Number of pages11
    JournalALT-J : association for learning technology journal
    Volume15
    Issue number2
    DOIs
    Publication statusPublished - 2007

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