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Deaf CognitionFoundations and Outcomes$
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Marc Marschark and Peter C Hauser

Print publication date: 2008

Print ISBN-13: 9780195368673

Published to Oxford Scholarship Online: September 2008

DOI: 10.1093/acprof:oso/9780195368673.001.0001

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A New Research Agenda for Writing-to-Learn

A New Research Agenda for Writing-to-Learn

Embedding Cognition in Discipline

(p.411) Chapter 15 A New Research Agenda for Writing-to-Learn
Deaf Cognition

Lisa M. Hermsen

Scott V. Franklin

Oxford University Press

This chapter proposes a research agenda that would gather methodologies from cognitive development process research, socio-cognitive research, and genre-analysis research to provide a coherent and comprehensive understanding of writing in the university curriculum. It argues for the application of these methodologies to writing instruction in deaf education. This approach would require studying the cognitive underpinnings of deaf writers and accounting for different process models. Writing instruction would target writing processes with special emphasis on planning and revising so that deaf writers acquire the meta-rhetorical awareness to cope with genre constraints from discipline to discipline.

Keywords:   deaf college students, education, learning, writing, composition

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