The Relationship Between Knowledge-Telling and Knowledge-Transforming Strategies

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The Relationship Between Knowledge-Telling and Knowledge-Transforming Strategies

Murray and Martlew have two contrasting schools of thought, both

aiming to achieve effective writing. The following discussion will

explore the characteristics of the expert writer and the beginner and

what makes effective writing. I will examine and contrast the two

models of writing, shed light on the strengths of Murray’s and

Martlew’s statement in the context of understanding the effectiveness

of the use of the knowledge-telling and knowledge-transforming

models. First, let us consider the aspects of elementary writing, we

can best understand this by understanding how most children write.

Children’s writing has a low tendency to be connected to particular

contexts, they may have poor or unclear logic in their writing (http://www.english.uiuc.edu/405/Witt/Writing-Project/writing-development.htm[26.11.01]).

Children while writing may have poor planning and they may write

whatever enters their heads with little concern as to whether the

writing connects to what was previously written. If more material is

required they may add information without selecting and noticing the

relevance of the added information

(http://www.english.uiuc.edu/405/Witt/Writing-Project/writing-development.htm

[26.11.01]). Bereiter and Scardamalia argue that the writing process

of a young student when compared to that of a mature skilled writer

will have a vast difference, they can’t be the same, the skilled

writer produces a different kind of writing process, the unskilled

writer is incapable of such abilities (Grabe & Kaplan, 1996, p.117).

According to Bereiter and Scarda...

... middle of paper ...

...ferences:

Beard, R. (1993) teaching Literacy balancing Perspectives, Hodder &

Stoughton, London, U.K.

Bereiter, C. & Scardamalia, M. (1987) The psychology of written

composition, Hillsdale, NJ: L. Erlbaum cited in Theory and practice of

writing, Grabe & Kaplan.

Grabe, W. & Kaplan, R.B. (1996) Theory and practice of writing Addison

Wesley Longman Limited, Harlow, Essex, England.

Martlew, M. (1983) The Psychology of Written Language, Developmental

and Educational Perspectives, John Wiley & Sons Ltd, Chichester, U.K.

Protherough, R. (1983) Encouraging writing, Methuen & Co. Ltd, London,

U.K.

Ferneaux, C. Process writing,

http://www.rdg.ac.uk/AcaDepts/cl/slals/process.htm (26.11.01)

Writing Development,

http://www.english.uiuc.edu/405/Witt/Writing_Project/writing_development.htm

(26.11.01)

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