This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC) movement emphasized domain-general approaches to Writing to Learn (WTL). Much recent research is consistent with the Writing in the Disciplines (WID) movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

中文翻译：

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作为学习活动的写作研究趋势

本文讨论了将写作作为一种学习活动进行研究的五种趋势。首先，在早期的几十年中，人们对写作对学习的影响的观点相互矛盾。在过去的十年中，荟萃分析的使用表明，写作对学习的影响是可靠的，并且有几个变量可以调节和调节这些影响。其次，在更早的几十年中，人们认为文本作为媒介固有地引发了思考和学习。过去十年的研究表明，写作学习是一种自我调节的活动，取决于作者的目标和策略。第三，跨课程写作（WAC）运动强调了写作学习（WTL）的领域通用方法。最近的许多研究都与学科写作（WID）运动相一致，包含体现特定学科推理形式的体裁。第四，WTL作为课堂实践总是部分地是社会性的，但是其理论概念在很大程度上是个人化的。在过去的二十年中，WTL的范围已扩大到包括整合社会和心理过程的理论和研究。第五，WTL研究传统上集中在学校的认知学习上。最近，它已扩展到包括专业中的反思性学习和其他类型的结果。WTL已扩大到包括整合社会和心理过程的理论和研究。第五，WTL研究传统上集中在学校的认知学习上。最近，它已扩展到包括专业中的反思性学习和其他类型的结果。WTL已扩展到包括整合社会和心理过程的理论和研究。第五，WTL研究传统上集中在学校的认知学习上。最近，它已扩展到包括专业中的反思性学习和其他类型的结果。