Date of Award

Spring 1992

Document Type

Dissertation - Restricted

Degree Name

Doctor of Philosophy (PhD)



First Advisor

Bogenschild, Erika

Second Advisor

Wong, Terrence

Third Advisor

Augenstein, John


Having taught English in a high school for over twenty years, I was well acquainted with the traditional role of writing in the educational process. Like most teachers, I viewed writing as a skill to be taught so that students could communicate effectively through the written word. I also viewed student writing as an important evaluation tool for assessing student progress. Through my professional reading as a graduate student, I came to understand a very different view of writing, the view that writing could be a powerful tool for learning. This view held that through writing a person could clarify thought and connect new thought to one's established knowledge base. This concept of writing-to-learn became the focus of this research study.



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