Citation:
Voss, James F., and Jennifer Wiley. “Developing Understanding While Writing Essays in History.” International Journal of Educational Research 27(3) (1997): 255-65.
Abstract/Summary:
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.
Source/Credit:
Science Direct 