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Flower, L. (1990). The Role of Task Representation in Reading-to-Write. In L. Flower, V. Stein, J. Ackerman, M. J. Kantz, K. M. Mc Cormick, & W. C. Peck (Eds.), Reading-to-Writing: Exploring a Cognitive and Social Process (pp. 35-75). Oxford University Press.
https://doi.org/10.1093/oso/9780195061901.001.0001

has been cited by the following article:

• TITLE: Divergent Formative Assessment: Writing Plans

  AUTHORS: Winifred M. Burke

  KEYWORDS: Convergent and Divergent Formative Assessment, Transactional Writing, Writing Plans, Essay-Based Examinations

  JOURNAL NAME: Creative Education, Vol.15 No.6, June 25, 2024

  ABSTRACT: This article looks to raise awareness among practitioners and researchers of the potential of the writing plan as an important focus for formative assessment for informing teacher’s planning and students’ learning. Convergent and divergent formative assessments are highlighted in terms of study practice as well as preparation for examinations. As transactional writing has such a high profile in schools and colleges and becomes more difficult as higher levels of examination are undertaken the author looks to share why she considers transactional writing plans as a potential source for divergent formative assessment are worthy of greater consideration by practitioners and researchers.