Strategies for Lessening the Cognitive Load of Graduate Students Engaged in Major Writing Projects

Abstract

Academic writing projects require significant cognitive tasks that faculty and graduate students alike may struggle to complete. This chapter briefly explains how the brain processes information and the main premises of cognitive load theory. The author then examines the literature applying cognitive load theory to writing as a way to prepare readers for these demands. The chapter concludes with suggestions and strategies that writers can implement to reduce or manage cognitive load when engaged in writing tasks.