June 22, 2003
June 22, 2003
June 25, 2003
8.745.1 - 8.745.13
15 Grimm, N. “Improving Students’ Responses to Their Peers’ Essays.” College Composition and Communication 37:91-93, 1986. 16 Subrata, S. “’The Center for Engineering Education and Practice’: Rethinking Engineering Education,” University of Michigan-Dearborn. 1998. Available: http://www.engin.umid.umich.edu/ceep/about/history.html 17 Emig Emig, Janet. "Writing as a Mode of Learning." College Composition and Communication. 28:122-128, 1977. 18 Hansen, K., Scribner, R.T., & Asplund, E. “Annotated Bibliography: Using Writing to Enhance Learning.” Brigham Young University. Available: http://saugus.byu.edu/writing/bibliography.htm 19 Perry. W. “Cognitive and Ethical Growth: The Making of Meaning,” In A. W. Chickering et al. [Eds.], The Modern American College. Pp. 78-138. San Francisco, CA: Jossey-Bass, 1981. 20 Bereiter, C., & Scardamalia, M. The Psychology of Written Composition. Hillsdale, NJ: Lawrence Erlbaum, 1987. 21 Collins, A.M. & Gentner, D. “A Framework for a Cognitive Theory of Writing.” In L. W. Gregg & E. Steinberg (Eds.), Cognitive Processes in Writing. Pp. 51-72. Hillsdale, NJ: Lawrence Erlbaum, 1980. 22 Perkins, D.N. “The Fingertip Effect: How Information-Processing Technology Shapes Thinking.” Educational Researcher. Pp. 11-17. August/September, 1985. 23 Pea, R. D. “Beyond Amplification: Using the Computer to Reorganize Mental Functioning.” Educational Psychologist. 20(4):167-182, 1985. 24 Geisler, C. Academic Literacy and the Nature of Expertise: Reading, Writing, and Knowing in Academic Philosophy. Hillsdale, NJ: Lawrence Erlbaum, 1994. 25 Allen, J. “The Role(s) of Assessment in Technical Communication: A Review of the Literature.” Technical Communication Quarterly. 2:365-388, 1993. 26 Pike, K. L. “A Linguistic Contribution to Composition: A Hypothesis.” College Composition and Communication. 15:82-88, 1964. 27 Odell, L. “Measuring Change in Intellectual Processes as One Dimension of Growth in Writing.” In C. Cooper & L. Odell (Eds.), Evaluating Writing: Describing, Measuring, Judging. Pp. 107-132. Urbana,IL: national Council of Teachers of English, 1977. 28 Tamor, L. & Bond, J. T. “Text Analysis: Inferring Process from Product.” In P. Mosenthal, L. Tamor, & S., A. Walmsley (Eds.), Research on Writing: Principles and Methods. Pp. 99-138. New York: Longman, 1983. 29 Pytlik, B. “Sequencing Writing Assignments to Foster Critical Thinking.” In T. Capossela (Ed.), The Critical Writing Workshop. Pp. 71-93. Portsmouth, NH: Boynton/Cook, 1993.
Acknowledgements Patricia Carlson’s participation in this research was funded by the National Science Foundation, Grant No. CCLI-9980867. We express our appreciation for this support.
PATRICIA A. CARLSON Pat Carlson is Director of Writing Programs at Rose-Hulman Institute of Technology. She has been a National Research Council Senior Fellow, as well as having had several research fellowships with NASA (Langley and Goddard) and the Army’s Aberdeen Proving Ground. She has also been a research fellow at NASA’s Classroom of the Future located in Wheeling, WVA.
FREDERICK C. BERRY Fred Berry is the Head of the Electrical and Computer Engineering Department at Rose-Hulman Institute. Long an advocate of engineering educational reform, he has been active in such innovations as project learning, entrepreneurial studies, and advanced IT in the classroom. He also participates in many outreach programs to interest middle school children in engineering.
DAVID VOLTMER Dave Voltmer, Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology, is currently focused on creativity and student design projects. He excels in the area of
Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ©2003, American Society for Engineering Education
Berry, F., & Carlson, P. (2003, June), Integrating Writing Using Calibrated Peer Review (Cpr) Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11597
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2003 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015