Writing to Learn-Using Informal and Formal Writing Inside and Outside the Classroom

Writing to Learn-Using Informal and Formal Writing Inside and Outside the Classroom Rifat A. Salam, Ph.D. rsalam@bmcc.cuny.edu Borough of Manhattan Community College- The City University of New York

Elements of Good Writing Assignments • Think of the best and worst writing assignments you were either given as a student or that you assigned to students • What are the characteristics of successful assignments and those which did not “work” • “Good” assignments engage the student, incorporate writing process and incorporate course learning goals • “Writing” does not always need to be graded in order to be worthwhile

Writing Across the Curriculum (WAC) • WAC is a pedagogical movement that started in the 1980s • Promotes student-centered learning, the development of critical thinking and the idea of “writing-to-learn” • Fostering active learning of students through writing • Encourages thoughtful response to student writing to promote revision

Basics of Using WAC • Process over product and the use of informal writing • Careful development of formal assignments—using scaffolding and sequencing • Privilege active learning strategies in the classroom-in class activities • De-privilege grammar correction • Avoiding “correction” while promoting revision • Give students feedback which will help them develop their ideas and their writing

Informal Writing • Writing-to-Learn—students use writing as an activity to help them learn the subject or topic or help them to understand the readings • Informal writing is not graded (though it can “count” like participation) • “Freewriting” encourages students to think through writing—give students a prompt to encourage thinking and writing on a topic or problem

Informal Writing In the Classroom • In the classroom, students can do quick writing activities to help generate class discussion on the topic under study • Students can respond to a writing prompt and then share with a partner (“Think, Pair, Share) and discuss what they wrote • An instructor can use a quick writing prompt at the end of class to gauge student learning of a concept or topic (use last 5 minutes of class)

Informal Writing Outside the Classroom • Reading or response journals—do not need to be graded or can be “lightly graded” • Give students questions to answer about readings • Informal activities can be done as steps towards a larger assignment e.g. brainstorm a research question, develop a thesis statement, an annotated bibliography for a research paper • Students can complete writing activities which were started in class

Developing EffectiveFormal Assignments • Give students a written assignment guideline, breaking down requirements of the paper • Writing assignments should reflect the learning you want to “assess” or have happen • For longer papers, break down tasks required to write the paper i.e. library research, analysis questions • Build in time for drafting and revision • Provide clear grading criteria/points breakdown • (See handout from CSI-CUNY WAC Program)

Promote Revision • Students should be encouraged to get in the habit of writing and revising drafts • Give focused, effective comments (see Nancy Sommers)—more is not more when it comes to commenting on student papers • Ask students to re-read and revise their papers; encourage and provide guides for peer reviews • Grammar and spelling are important but encourage them to work on “higher order” issues first and then focus on proofreading. Students often do the latter and think they are “revising.” • Provide strategies, as well as college and web resources such as Purdue OWL

How do I know this is a “good” assignment? • Go over the writing assignment guidelines in class and note the questions that students have about the assignment itself • Do drafts reflect an understanding of the assignment? • Is the focus of the paper too broad, too narrow or just right? The student papers you receive will let you know • Do the final papers (not all of them will be perfect!) reflect what you wanted your students to learn? • If a larger number of students do not hand in the paper, you may have to go back to the drawing board

Conclusion: Students: Write Early and Often! • Writing for Show (what they write for the professor, for a grade) versus Writing to Learn • The more students write, the more they will develop that skill and develop their thinking—create a culture of writing in your class so they expect it • When asking students to write, remember and remind them that their efforts will pay off in the long term, in their thinking and writing skills • For more, see John C. Bean, Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom

Writing to Learn-Using Informal and Formal Writing Inside and Outside the Classroom