The use of writing to improve students’ knowledge began in the mid-1970s in universities across the United States. As more emphasis is being placed on student writing skills this idea is also being emphasized in K-12 schools. The basic premise of writing across the curriculum and writing to learn is that writing is an active form of learning and can be applied to any subject.
Writing Across the Curriculum
When writing is viewed as a method to engage learners it can become a part of any subject matter. Writing assignments outside of an English class engage students in the material specific for that course. These assignments can be a formal essay or report, but can also take other forms.
For example, a science class would include a lab report through which a student writes observations, synthesizes new concepts and provides reflections. A physical education class could require a review of a particular health issue. For a math class, the teacher might assign a research project about the history of a mathematician or mathematical concept. In each case, students use writing as a means to promote learning and thinking.
Other assignments can connect reading and writing skills with critical thinking. Students could write a narrative from the view of a historical figure to explain an important event. A book report could be transformed from a report format to a poster about the primary characters, each accompanied by a one paragraph character analysis. In an art class students might be asked to write a detailed description of a common object, such as a pencil or a mug.
Writing to Learn
Writing is not only a tool to synthesize known concepts; it can be used to explore new ideas and make connections. Sometimes the act of writing down thoughts and brainstorming with others enables students to see how concepts are related.
Writing to learn activities typically are short and informal writings. Not to be confused with note taking, these activities take the form of brainstorming or quick five minute or less explanations. In the second case, the explanations should show that the writer knows something about the topic or can answer a question in two or more sentences.
In the case of brainstorming, students are not graded on quality and perhaps only assessed on participation. Brainstorming activities are to encourage quick thinking and concept connections within a limited time. Afterwards, students can determine which brainstormed ideas are of good quality.
Encouraging students to write in all subject areas provides them with a valuable tool for learning. When writing across the curriculum or writing to learn, students experience literacy as part of their overall education and not a specific subject confined to an English class.
Reference:
The Writing Site. Corporation for Educational Technology. 2008.
 |
