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  • Writing for Professional Development: An Introduction

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    Billett116141Accepted.pdf (170.6Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Bétrancourt, M
    Ortoleva, G
    Billett, S
    Griffith University Author(s)
    Billett, Stephen R.
    Year published
    2015
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    Abstract
    Across human history, writing has been a central medium of knowledge constitution and dissemination. This was, firstly, as a prerogative for societal elites. Yet, overtime the mastery of writing and reading has become the basis of formal education far more broadly across populations. Now, it is the key vehicle for all levels of education: from primary school to university where it is used as both the means of progressing individuals’ knowledge and also the means by which their learning is assessed. It stands as the key instrument by which what is known by human society is articulated and advanced, and, thus, through individuals ...
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    Across human history, writing has been a central medium of knowledge constitution and dissemination. This was, firstly, as a prerogative for societal elites. Yet, overtime the mastery of writing and reading has become the basis of formal education far more broadly across populations. Now, it is the key vehicle for all levels of education: from primary school to university where it is used as both the means of progressing individuals’ knowledge and also the means by which their learning is assessed. It stands as the key instrument by which what is known by human society is articulated and advanced, and, thus, through individuals engaging with others’ writing and expressing what they know, believe and can do through their own writing, thereby advancing further what they know, can reproduce and utilize that knowledge. Hence, writing plays a considerable role in human development at the both social and individual levels (Schnotz, 2001). While learning and teaching writing skills has long been a topic in humanities, it is only in the second half of the 20th century that the relation between writing and learning becomes a matter of scientific investigation. The initial model advanced by Hayes and Flower (1980) paved the way for a lively trend of research on the cognitive processes involved in writing in relation with the writers’ knowledge. Later, the research established that writing could also support the development of new knowledge, through reorganization and inference processes (Bereiter & Scardamalia, 1987; Galbraith, 1999).
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    Book Title
    Writing for Professional Development
    DOI
    https://doi.org/10.1163/9789004264830_002
    Copyright Statement
    © 2015 Brill Academic Publishers. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
    Subject
    Higher education
    Publication URI
    http://hdl.handle.net/10072/341115
    Collection
    • Book chapters

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