Hearing Ourselves Think: Cognitive Research in the College Writing Classroom

By Barbara M. Sitko; Ann M. Penrose | Go to book overview
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students' understandings and use of written texts, particularly in an educational setting, can be enlarged and enriched. Students need not be passive "receptors" of factual information; as teachers of reading and writing we can encourage them to be active, rhetorical agents-building a construction of textual meaning that includes not only content information, but an understanding of motivated arguments and of the human situations behind those arguments.


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