Writing Across the Curriculum - Fayetteville State University

Writing to Learn

In Formal Writing assignments, when the formal properties of writing, including “correctness” of grammar, are evaluated. In contrast, Writing to Learn activities are usually shorter and less formal. In Writing to Learn activities, students use writing as a thinking tool, making predictions, considering their own and others’ attitudes, and clarifying, connecting, comparing, and challenging course materials. Through these activities, students articulate what they know, what they think they know, and what they struggle with, enabling them—and their instructors—to allocate study time more efficiently by exposing the depth and breadth of understanding students have of course material, as well as potential obstacles to deep and broad knowledge.

Before exploring the assignments linked below, you might want to read the Introduction to Writing Across the Curriculum at The WAC Clearinghouse at Colorado State University. You’ll find answers to questions like, “What’s in it for me?” “Do writing and peer review take up too much class time?” and “Do I have to be an expert in grammar?”

WAC Activities for Any Discipline

Examples of WTL activities at Wac Clearinghouse, Colorado State

http://wac.colostate.edu/intro/pop5.cfm

Eleven WTL activities formatted to be done on half sheets of paper by Dee Baer at the University of Delaware

http://www.english.udel.edu/wc/faculty/5x8_writing_to_learn_activities.html

WTL specifically for Mathematics

WTL specifically for Science

Also recommended: John Bean’s Engaging Ideas, available at the Center for Innovation in Teaching and Learning in the Continuing Education Building.

Bean, John C. Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. Jossey-Bass, 1996.