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National Center for the Study of Writing and Literacy Technical Report     May 1989

TR 21. Studying Cognition in Context: Introduction to the Study

By Linda Flower

Summary: Reading-to-write is an act of critical literacy central to much of academic discourse. This report introduces the Reading-to-Write project, which examined the cognitive processes of reading-to-write as they were embedded in the social context of a college course. Flower discusses the background to the project and provides an overview of the study design, which included an exploratory study (Technical Report 6) and a teaching study (Technical Reports 22-30). May, 1989; 42 pages.

TR 21. Studying Cognition in Context: Introduction to the Study
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