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ERIC Number: ED370108
Record Type: Non-Journal
Publication Date: 1994-Mar-17
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Writing-to-Learn as a Rationale for Writing across the Curriculum.
Hill, Charles A.
That writing promotes learning hardly needs demonstration, despite the fact that actual empirical studies on the premise have been inconclusive. What would further the effectiveness of writing across the curriculum programs is not more empirical studies but rather an assessment of the practices and exercises that further writing as a learning tool. While empirical studies concentrate on how writing improves recall abilities, common sense suggests that writing's most important benefits are those in the area of logical thinking. It exposes gaps in the writer's reasoning; it reveals how incomplete his or her understanding of an issue may be; and it encourages additional exploration and understanding of the writing topic. Furthermore, the writing process usually results in an internal dialogue, wherein the writer questions his or her own assumptions and conclusions in anticipation of the responses of his or her audience. If this internal process eludes some students, however, it could be because they have not been modeled in the classroom. Some forms of reasoning, such as explicating a poem or analyzing a speech or interpreting the results of an empirical study, cannot be learned solely through writing; the process needs to be set in motion prior to the writing process. Those who teach in writing across the curriculum programs must give consideration to the types of classroom practices that will facilitate the kind of inner dialogue that makes writing a learning experience. (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A