Abstract

Using the textbase-situation model of discourse processing and assuming a distinction of learning (recall of text contents) and understanding (relating different parts of text contents or text to non-text contents), it was found that individuals reading text contents from a number of sources who wrote an argumentative essay about the contents and then rated content elements for importance developed a better understanding of the contents than individuals writing a narrative essay and making importance ratings either before or after writing.

Citation

Voss, J.F. & Wiley, J. Developing understanding while writing essays in history. International Journal of Educational Research, 27(3), 255-265. Elsevier Ltd. Retrieved August 13, 2024 from https://www.learntechlib.org/p/203871/.