Learning to write by observation of writing and reading processes: effects on learning and transfer

A traditional writing pedagogy, learning-by-doing exercises, is criticised for its lack of focus on balancing writing and learning processes. Three variants of learning-by-observation are investigated as possible alternatives: observing writers as models (OW), observing both writers and readers as models (OWR), and observing readers as feedback on writing performance (FW). Observations were made by means of authentic video-tape recordings of student writers or readers (model conditions), or by live confrontations between writers and their readers (feedback condition). Training focused on argumentative text. Participants were pre- and post-tested on reading skill and writing skill in order to measure learning and transfer effects. Results show that all observation conditions were more effective than the learning-by-doing condition: OW and FW showed larger learning effects (on writing skill) and larger transfer effects (on reading skill). Condition OWR only showed larger transfer effects. It is concluded that the effective components of learning-by-observation deserve to be studied in more detail.