ABSTRACT
Chapter 6 discusses cognitive scaffolding, used to push student writers’ thinking by guiding them to answer questions and perform tasks they could not complete alone. Pumping, where tutors try to help students move along in their thinking without telling or suggesting, was the second most frequent strategy tutors used overall and the most frequent cognitive scaffolding strategy. With some frequency, tutors used reading aloud to help students focus on a single passage and responding as a reader or listener to paraphrase what they think students’ or teachers’ assignments mean. The strategies of referring to a previous topic and forcing a choice were rare, and prompting, hinting, and demonstrating occurred seldom.
