Date of Award
5-1987
Culminating Project Type
Thesis
Degree Name
English: M.A.
Department
English
College
College of Liberal Arts
First Advisor
Judith Kilborn
Second Advisor
Judith Foster
Third Advisor
Robert Prochnow
Keywords and Subject Headings
WRITING CENTERS, LEARNING THROUGH WRITING
Abstract
"Writing Centers And Content-Area Courses" examines the relationship among writing, thinking, and learning. It then suggests guidelines and strategies for developing a content-area writing center to support instructors and students as writing is used to further learning in all courses across the curriculum.
Chapter I investigates the relationship between writing and learning to establish the premise that cognitive skills can be developed through writing. In establishing this premise, the chapter relies upon the research -of scholars such as Piaget, Vygotsky, Emig, Moffett, Britton, and Berthoff.
Chapter II defines writing center philosophy in relation to the theory that cognitive learning skills are reinforced through writing. Furthermore, the chapter describes writing center models which are appropriate for the writing as learning concept defined by current research. The chapter includes William Perry's research on levels of intellectual development.
Chapter III demonstrates how writing center directors can assist content-area instructors as they use writing assignments to focus their teaching goals. Content-area instructors are those instructors who teach a subject other than composition; nevertheless, they may use writing assignments as a learning tool because research supports assignments that teach learning through writing. Guidelines are given for writing center directors who want to open their writing centers to instructors and students in content-area courses.
Chapter IV provides two examples of workshops that writing center directors can offer to content-area faculty members: 1) how to focus assignments towards cognitive learning skills and 2) how to incorporate journal writing to further cognitive learning processes. Additionally, workshops might offer instructors strategies for using writing center support services themselves.
Chapter V focuses on tutors. As part of a writing center practicum, tutors might study the relationship between cognitive learning skills and writing. In addition, tutors might complete the Meyers-Briggs Personality Type Indicator and learn how different personality types affect writing behaviors.
The Appendix contains some model designs for writing center use: a workshop notice; questionnaires about content-area courses for instructor and tutor usage; a thank you letter for instructors who support the writing center by sending their students for writing assistance; writing center evaluation forms for both instructors and students; key words for writing assignments; and a tutor's reaction to the Meyers-Briggs Personality Type Indicator.
Recommended Citation
Killmer, Mary L., "Writing Centers and Content-Area Courses" (1987). Culminating Projects in English. 57.
https://repository.stcloudstate.edu/eng_etds/57
