Writing and Learning Communities

1. Writing and Learning Communities

2. Why is student writing so bad? They wrote the paper last night and finished at 2:00 a.m., leaving no time for editing and revision. They are uncertain what to prioritize. They are uncertain about audience expectations. They are learning a new language—Academic English. At every level—including grad school—writing suffers when students encounter a new discipline.

3. How learning communities make better writers

4. How learning communities make better writers Students in learning communities learn to write for an audience that includes their peers. In effective peer review groups, students learn to see their writing as others see it. Students learn to see writing as a collaborative process, not an isolated product. Students can be more invested in writing on a subject they study in depth.

5. How writing makes better learning communities

6. How writing makes better learning communities Research shows that learning communities focusing on skills are more effective. Increased opportunities for making connections and integrating learning in formal and informal writing assignments. Students see themselves and their peers as sources of knowledge.

7. Models for writing in learning communities Peer review groups in classes Shared classes for majors or general interests Freshman Interest Groups (FIGS) Linked courses Team-taught Freshman Inquiry courses

8. Peer Review Groups in individual classes Benefits Limits Students gain awareness of audience and process, and receive more feedback Students learn to see their writing as others see it Lacks sustained focus of high-impact practices Less opportunity to integrate learning

9. Shared classes Benefits Limits Courses organized by major or interest Shared interests can increase student engagement Students develop ongoing peer support Most effective for 4-year programs Integrated learning is limited

10. Shared Classes at CWU that include writing: STEP program Composition sections for Music, Art, Theatre Arts

11. Freshman Interest Groups Benefits Limits Courses organized by theme Opportunities to integrate learning across disciplines Can include UNIV 101 Integrated learning limited if instructors do not coordinate Past efforts at CWU have attracted little interest among students

12. Linked Courses Benefits Limits Overlapping syllabi encourage integrated learning Most effective for writing, learning communities More opportunities for writing-to-learn activities More work for instructors Difficult to schedule Some students may not be eligible for ENG 101 or 102

13. Models for linked courses: One-to-one: same-sized writing and content courses One-to-many: multiple composition sections linked to larger lecture course Most effective when instructors develop courses jointly Most effective when instructors receive recognition and administrative support for jointly developing courses