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ERIC Number: ED360646
Record Type: Non-Journal
Publication Date: 1992
Pages: 20
Abstractor: N/A
Reference Count: N/A
Writing To Learn Activities in Writing across the Curriculum Classrooms.
DeNight, Shawn
Content area teachers interested in using writing to learn activities need to be well informed about the learning promoted by certain writing tasks before assigning them. Writing assignments should not be thoughtlessly and arbitrarily assigned with the expectation that learning, somewhat miraculously or mysteriously, will occur. Although writing assignments that can promote learning are probably as abundant as the kinds of learning that are possible in a classroom, many concur that effective writing to learn assignments are those which the instructor designs to match particular learning objectives in the class. To develop effective writing assignments the teacher would do well to consider Benjamin Bloom's "Taxonomy of Educational Objectives." Writing seems to be particularly well-suited to meet objectives at the higher levels of the cognitive domains, such as analysis, synthesis, and evaluation, that is, the ones that require critical thinking. Since much of the material to be learned in content courses comes from books, writing tasks that demand interaction with a reading text would seem easily applied in any classroom. Some studies suggest that working on projects unique to a discipline is a way to foster learning in that content area. Other research indicates that summary writing demands more than simple recall skills from students. Differentiating between major points and supporting details in a text and combining the condensed material into a new form force the student to analyze, evaluate, and synthesize the material he or she reads. (Contains 33 references.) (NH)
Publication Type: Opinion Papers; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A