Revisiting the writing-speaking connection: Challenges for research on writing and writing instruction

Journal/Book: Rev Educ Res. 1996; 66: 1230 17TH St NW, Washington, DC 20036-3078. Amer Educational Research Assoc. 53-86.

Abstract: Both research in the field of writing and writing pedagogy have been built to a large extent on the premise that, as a fundamental discourse process, writing has critical connections to speaking. What those connections are has been debated by both researchers and teachers. This article reviews writing research that implicates writing-speaking relationships by constructing two contrasting positions for organizing the research and understanding the relationships: (a) that writing differs from speaking, and (b) that writing is similar to speaking. Research issues regarding integrating these positions are raised, and on the basis of the review a guideline is offered for future writing research, implicating the field of writing in concerns about teaching and learning in different academic and sociocultural contexts.

Note: Review M Sperling, Stanford Univ, Sch Educ, Stanford, CA 94305 USA

Keyword(s): PEER RESPONSE GROUPS; DIALOG JOURNALS; BASIC WRITERS; HIGH-SCHOOL; CLASSROOM; AUDIENCE; LANGUAGE; COLLEGE; WRITTEN; DISCOURSE

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