Using Writing To Integrate the Curriculum: The Constructs at the Core.

Autor/in	Bodino, Angela Adamides
Institution	Princeton Univ., NJ. Mid-Career Fellowship Program.
Titel	Using Writing To Integrate the Curriculum: The Constructs at the Core.
Quelle	(1988), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Cognitive Processes; Community Colleges; Content Area Writing; Curriculum Development; Instructional Development; Interdisciplinary Approach; Language Acquisition; Language Processing; Learning Processes; Learning Theories; Two Year Colleges; Writing (Composition); Writing Processes + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Community college; Community College; Schriftliche Übung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sprachaneignung; Spracherwerb; Sprachverarbeitung; Learning process; Lernprozess; Learning theory; Lerntheorie; Schreibübung
Abstract	An argument is put forth for restructuring the community college curriculum around recurring constructs common to all disciplines. First, introductory comments review various perceptions of essential learning, offering support for the position of constructivists and proponents of writing across the curriculum that learning is an activity and a process, rather than a body of knowledge. Next, the role of writing in the learning process is discussed, suggesting that writing assignments in any course require students to make connections and construct meaning. After summarizing the constructivist view of learning and language acquisition and applying it to academic learning, the paper identifies two constructs that are common to all disciplines: perceiving differences and dividing, and perceiving similarities and connecting. Next, the relationship between writing and other constructs of thinking is examined, using examples provided by faculty attending a series of interdisciplinary writing seminars at Raritan Valley Community College. Additional examples of organizing perception and experience into coherent constructs through metaphor are provided, followed by a discussion of the implications of a constructivist approach for curricular change. (EJV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC