Using Writing as a Tool for Learning
Teachers often hesitate to assign writing because they think that all writing has
to be evaluated. However, the very act of writing can foster student learning by allowing
them to focus their attention at the beginning of class or to discover what they may not
understand. In addition, a quick reading of this informal writing can help a teacher see
how well students are understanding course material and/or what concepts are giving them
trouble.
Writing-to-learn exercises and assignments can be done in-class or as homework. They
can require very little time or involve regular, ongoing work by students. A list of
such activities follows:
Regular Writing in Class
- Discussion starters (questions, prompts at the beginning of class to focus
students' attention on the day's work)
- Immediate summaries (synthesis and questions at the close of class)
- Systematic note-taking (not random recording)
Regular Writing Outside of Class
Journals and Logs:
- Reading response, analytical (teacher gives questioning heuristic)
- Reading response, affective (teacher gives questioning heuristic)
- Expressive, free choice of topic (to identify problems and frustrations; increase self-awareness)
- Scientific (precise observation, process record; teacher usually provides heuristic)
- Historical (narrative, descriptive, reflective on events)
- Stylistic/formal (experiments in style and form; imitation)
Further Reading
The following article originally appeared in our Teaching with Writing Across the Curriculum newsletter.
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