Writing is more than just a language art. It is a means of engaging and exploring subject matter more effectively. Over the next weeks, we will share writing-to-learn activities that reach across many subject fields and teaching styles. As a result, we are helping students move into, through, and beyond the content of the curriculum. However, we must first lay some groundwork.
Writing to learn activities differ from formal expository or creative writing assignments in important ways. They are…
- SPONTANEOUS vs. planned
- SHORT vs. lengthy
- EXPLORATORY vs. authoritative
- EXPRESSIVE vs. transactional
- INFORMAL vs. formal
- PERSONAL vs. audience-centered
- UNEDITED vs. polished
- UNGRADED vs. graded
Writing as a tool for learning gives extra leverage to thinking. Consequently, it works best when we personalize the language. We invite writers to be informal, colloquial, and personal — as close as possible to everyday speech. We should invite experimentation and risk-taking. Never mind proofreading and grading. These results are used in class for ongoing exploration of content.
This week, here is a nugget for writing through the content to try in either face-to-face or online virtual class meetings.
Take a writing break. Too often in presentations, teachers feel a need to plunge on and “cover the material.” (My online video lectures – guilty!) In fact, students would benefit greatly from an occasional pause for them to write and reflect on what is being taught. Some possible focusing questions might be these:
- What are you thinking right now?
- Where have you gone so far?
- What questions are bugging you?
This break provides students a chance to consolidate what has been learned and prepare to go on.
Resources provided by the Illinois Writing Project Basic 30 Team. Don’t forget to check out the IWP on Twitter!