“Writing to Learn”

Brenda Hill
Oct 06, 2008

"Writing to Learn" at the beginning, during, or at the end of content acquisition lessons connects writing assignments to new learning and allows transfer of skills and concepts across all subjects. In this article we will focus on short, informal writing assignments that can be used at the beginning of acquisition lessons.

Beginning lesson writing assignments occur in a variety of formats and are usually made to "activate" prior knowledge as a bridge to new learning. These assignments may ask students to complete the K-W columns of a K-W-L chart, make prediction statements from a wordsplash, or use a Frayer diagram for vocabulary development, etc. Students reflect on what they already know so responses will vary.  Beginning writing assignments provide insight into background knowledge and direct classroom instruction. By having students write at the beginning of lessons, smooth transitions are made into the teaching component of the acquisition lesson.

Beginning lesson writing ideas are easily planned and should be consistently and pervasively implemented across the curriculum. Students learn more, and their capacity to learn is greatly increased when writing assignments are made requiring them to use new content learning. Reflect upon how you can implement writing assignments at the beginning of lessons to increase learning and achievement across all disciplines.

This article in based on the Learning-Focused Writing Assignments and Benchmark Assessments Workshops.
Information cited includes references from the US Department of Education (2003), The Center for Performance Assessment (2006), Douglas B. Reeves (2006), and D.B. Reeves: Accountability in  Action: A Blueprint for Learning Organizations (2004)