By Judith A. Langer and Arthur N. Applebee
Digitized by the Colorado State University Libraries
In this groundbreaking study, Langer and Applebee analyzed writing assignments and their teaching across the curriculum in U.S. secondary schools to see how they support learning. "To improve the teaching of writing, particularly in the context of academic tasks," they argue, "is also to improve the quality of thinking required of school children." But they further show here how differences in the kinds of writing students do lead students to do different kinds of thinking and learning.
Part I: Overview
Part II: Studies of Teaching
Part III: Studies of Learning
Part IV: Conclusions
Publication Information: Langer, Judith A., & , Arthur N., Applebee. (2007). How Writing Shapes Thinking: A Study of Teaching and Learning. The WAC Clearinghouse. https://wac.colostate.edu/books/landmarks/langer_applebee/ (Originally published in 1987 by National Council of Teachers of English)
Publication Date: October 11, 2007
Arthur N. Applebee's Home Page: http://cela.albany.edu/researcher/applebee.htm
Arthur N. Applebee's Email: firstname.lastname@example.org
Judith A. Langer's Home Page: http://cela.albany.edu/researcher/langer.htm
Judith A. Langer's Email: email@example.com
Series Editor: David R. Russell, Iowa State University
Books in this series are presented on the WAC Clearinghouse courtesy of the National Council of Teachers of English. This book is out of print and is presented here to support the WAC community. To view NCTE's complete catalog of available books, please visit their online book store.
Copyright © 1987 National Council of Teachers of English. Used with Permission. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission to use materials from this book in other publications, please contact National Council of Teachers of English.