Conceptualizing and Measuring Knowledge Change Due to Writing

• Published in: Research in the teaching of English 1991-02, Vol.25 (1), p.67-96
• Main Authors: Schumacher, Gary M., Nash, Jane Gradwohl
• Format: Article
• Language: English
• Subjects: Cognitive Psychology; English instruction; Learning; Learning Processes; Learning Strategies; Metaphors; Multidimensional scaling; Research Design; Researchers; Writing; Writing (Composition); Writing assignments; Writing exercises; Writing instruction; Writing processes; Writing Research; Writing Tasks; Writing to Learn
• ISSN: 0034-527X; 1943-2348
• DOI: 10.58680/rte199115476

This article reviews the recent complex and somewhat confusing evidence on writing-to-learn and discusses why this lack of clarity exists. It then draws on the field of cognitive psychology to offer a way to reconceptualize how researchers might approach the study of the impact of writing on learning. This reconceptualization involves a modification in both how researchers select writing tasks and conditions in writing-to-learn investigations and how they assess the possible knowledge changes due to writing. In the selection of writing tasks and conditions, it is suggested that researchers draw on theories of knowledge change to guide their selections. Four basic theoretical mechanisms potentially related to knowledge change due to writing are discussed. In the measurement of knowledge change, it is argued that writing may more likely influence structural than reproductive aspects of knowledge. Five methods for assessing structural changes in knowledge due to writing are considered.