Deborah Elaine Mccutchen
Examines writing as a cognitive process and reviews current empirical research on writing, emphasizing primarily studies from a psychological perspective. Explores both developmental differences and individual differences in writing skills, together with instructional implications. Credit/no-credit only. Prerequisite: EDPSY 501 or equivalent. Offered: alternate years.
Students will learn about the development of writing ability in young children, as well as writing disabilities among older students and instructional interventions. Students will also learn to read research critically.
Student learning goals
General method of instruction
The course follows a traditional seminar format. Class time is devoted to discussion of assigned reading. Participation in discussion is expected.
Students should have some knowledge of general cognitive psychology and/or process writing approaches.
Class assignments and grading
Class assignments consist of readings for each session, plus two written papers.
Class credit is based on (1) class participation, (2) a short reflection paper, and (3) a final, longer seminar paper.