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Cognitive Linguistic Explorations of Writing in the Classroom


Rod E. Case, Gwendolyn M. Williams and Peter Cobin

Research into the analysis of classroom-based writing is replete with techniques and methods meant to bring clarity to the question of how to best conduct instruction and assessment. Findings and suggestions for practice are rooted in a philosophy that asks teachers and linguists to judge students’ writing against a pre-determined standard. Too often, the results do little more than inform teachers and researchers as to which students met the standard and which did not.

This book offers research into the analysis of classroom writing that does not use a set standard or rubric to assess student writing but instead relies on insights from cognitive linguistics to explore the connections between cognition and language in student writing. The result is a creative and linguistically driven analysis of classroom writing that allows the linguist or teacher to view student writing on its own terms.

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List of Tables



Table 1. Degree Programs of Students

Table 2. Topics of Research Proposals by Areas of Specialization

Table 3. Metaphor Use in Research Proposals

Table 4. Frequency of Problem Solving and Tension Features in Student Writing

Table 5. Correct Responses by Number of Clauses, Combined Pre-Test and Post-Test

Table 6. Frequency of Explanation Lines, with Percentage Having Correct Answer←xi | xii→ ←xii | xiii→

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