Ann M. Penrose

To Write or Not to Write Effects of Task and Task Interpretation on Learning through Writing

This study explores the assumption that writing is a way to learn by examining the influence of task interpretation on writing and studying as learning aids. Forty college freshmen performed two tasks: reading-to-write and reading-to-study. Approaches to each task were categorized to test for effects of task interpretation. Students answered passage-specific comprehension questions after each task and gave think-aloud protocols as they worked. To assess learning processes, protocol transcripts were analyzed using a taxonomy of cognitive operations. Writing led to lower scores than studying on two of four comprehension measures. Writing and studying led to different patterns of cognitive operations when students worked with a fact-based source passage, but (a) these differences interacted with task interpretation, and (b) virtually no effects of task were observed on a more abstract passage. Results indicate that task interpretation and the nature of the material to be learned are important mediating variables in the relationship between writing and learning.

Reading and Writing without Authority.

This paper will define paternalism and discuss its justification. Paternalism is the action of one person interfering with another persons actions or thoughts to help him. The person who interferes, called the paternalist, breaks moral rules of independency because he restricts the other persons freedom without that persons consent. He does it, however, in a fatherly, benevolent way, and assumes that the person being restrained will appreciate the action later.