scholarly journals A New Exploration of “Write to Learn” in Larger Classes

2017 ◽  
Author(s):  
Min HE
Keyword(s):  
Write To Learn

Fantasy Workshop

2014 ◽  
pp. 249-260
Author(s):  
Marit Grande Haugdal ◽  
Hilde Sundfaer
Keyword(s):  
Creative Writing ◽  
Management System ◽  
Teaching And Learning ◽  
Previous Knowledge ◽  
Writing Processes ◽  
Learning Platform ◽  
Write To Learn ◽  
Literature Class ◽  
K 12 ◽  
Grade Classroom

Fantasy Workshop is a project focused on the active use of a Learning Management System (LMS), itslearning, in teaching and learning in a K-12 blended environment. As teachers in this study, the authors used an LMS as a learning platform in their 6th grade literature class. The focus for the class was creative writing and learning about Fantasy, a fiction genre. The aim of the project was to enable all students, not only those students who love to read and write, to learn about the Fantasy genre in a way that would build on their previous knowledge and interests. In addition, the project was aimed at facilitating students’ writing processes in such a way that was meaningful and motivating for all students. Most importantly, as teachers, the authors used this project to establish an effective blended environment that worked for teaching and learning in the 6th grade classroom.

Enhancing Students' Critical Thinking through Portfolios

2016 ◽  
pp. 235-259 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Crucial Role ◽  
Portfolio Assessment ◽  
Written Expression ◽  
Learning Tool ◽  
Write To Learn ◽  
Academic Year ◽  
Year 2013

Portfolios can serve a crucial role in helping students develop their critical thinking in writing, thereby promoting write-to-learn philosophy in education. Still, not any portfolio's content and approach can guarantee the achievement of this goal. Teachers' concern in promoting students' critical thinking needs to be reflected in their decision that is related to the evidences of students' needs that helps to select their approaches of integrating and using them into class. Students' reflection needs to underpin all stages of portfolio assessment through providing opportunities for their decision-making, initiation and creativity. Therefore, this chapter puts forward a student portfolio model along with its content and process of use. This learning tool was integrated within the course of Written Expression and used by 33 students at the Department of English at Abdelhamid Ibn Badis University during the academic year 2013-2014. Recommendations are also provided in order to make it a vehicle for critical thinking.

Fantasy Workshop

2018 ◽  
pp. 617-629
Author(s):  
Marit Grande Haugdal ◽  
Hilde Sundfaer
Keyword(s):  
Creative Writing ◽  
Management System ◽  
Teaching And Learning ◽  
Previous Knowledge ◽  
Writing Processes ◽  
Learning Platform ◽  
Write To Learn ◽  
Literature Class ◽  
K 12 ◽  
Grade Classroom

Fantasy Workshop is a project focused on the active use of a Learning Management System (LMS), itslearning, in teaching and learning in a K-12 blended environment. As teachers in this study, the authors used an LMS as a learning platform in their 6th grade literature class. The focus for the class was creative writing and learning about Fantasy, a fiction genre. The aim of the project was to enable all students, not only those students who love to read and write, to learn about the Fantasy genre in a way that would build on their previous knowledge and interests. In addition, the project was aimed at facilitating students' writing processes in such a way that was meaningful and motivating for all students. Most importantly, as teachers, the authors used this project to establish an effective blended environment that worked for teaching and learning in the 6th grade classroom.

Write to Learn

1988 ◽  
Vol 39 (1) ◽  
pp. 99
Author(s):  
John Clifford ◽  
Donald M. Murray
Keyword(s):  
Write To Learn

Identifying effective writing tasks for use in EFL write-to-learn language contexts

2018 ◽  
Vol 48 (4) ◽  
pp. 469-480
Author(s):  
Kim McDonough ◽  
William J. Crawford
Keyword(s):  
Write To Learn

Benefits of a Low-Stakes Write-to-Learn Assignment on Exam Performance

2019 ◽  
Vol 47 (1) ◽  
pp. 45-49
Author(s):  
Colleen M. Stevenson
Keyword(s):  
Child Development ◽  
Exam Performance ◽  
Course Content ◽  
Key Concepts ◽  
Write To Learn ◽  
Nature And Nurture ◽  
Performance Results ◽  
Development Course

This study examined whether a low-stakes write-to-learn (WTL) assignment improved exam performance. Students in one section of a child development course completed five assignments during a semester, whereby they identified 15 key concepts and related them to six themes (e.g., nature and nurture). Students in another section did not. Students who completed the WTL assignments performed significantly better in Exams 2 and 3 than students in the control condition. Within-group analyses indicated that only the students in the WTL condition improved exam performance and maintained that higher level of performance. Results suggest that WTL assignments that require students to review and apply course content produce modest benefits to learning and retention without unduly taxing instructors’ time.

Student Write to Learn

Strategies ◽  
1990 ◽  
Vol 4 (1) ◽  
pp. 19-24
Author(s):  
Johannah Franke
Keyword(s):  
Write To Learn

scholarly journals Escrever para aprender no ensino básico: das conceções dos professores... às práticas dos alunos

2016 ◽  
Vol 29 (2) ◽  
pp. 109 ◽  
Author(s):  
Mariana Oliveira Pinto ◽  
Luísa Álvares Pereira
Keyword(s):  
Knowledge Construction ◽  
Compulsory Education ◽  
Fourth Grade ◽  
Information Selection ◽  
Writing Instructions ◽  
Text Genre ◽  
Write To Learn ◽  
Final Text

Este artigo assenta na problemática da escrita como objeto de construção de conhecimentos e acentua a importância de os professores fazerem uma mediação da aprendizagem desta vertente da escrita. O objetivo deste texto é apresentar alguns resultados de um estudo no qual se analisam, num primeiro momento, as conceções e práticas de professores dos três ciclos do ensino básico e, posteriormente, as atividades de seleção de informação e escrita de uma exposição dos alunos de uma turma do 4º ano de escolaridade. Os resultados evidenciam ausência de critérios específicos de avaliação e a utilização de instruções de escrita pouco orientadoras da produção de um determinado (género de) texto por parte dos alunos. Por sua vez, estes revelaram dificuldades quer na seleção de informação, quer na produção do género pedido, já que o texto final apresenta uma colagem de partes de textos lidos, sem qualquer configuração textual regida pelo género.Palavras-chave: escrever para aprender; exposição escrita; ensino básico; géneros textuais ABSTRACTThis article focuses on the issue of writing as a knowledge construction object and highlights the importance of teacher mediation on the learning of this type of writing. The goal of this text is to present some results from a study that analysed, initially, the conceptions and practices of teachers from each of the three cycles of Portuguese compulsory education (K-1 to K-9), and afterwards, the activities of information selection and of writing an exposition text by students from a fourth grade class (K-4). Results show a lack of specific criteria in evaluating writing and the use of writing instructions that would be insufficient in guiding the students to write a specific text (genre). On the students’ part, they revealed difficulties in both information selection and in the production of the requested genre, since their final text presents a collage of read texts, without the textual configuration required by the genre.Keywords: write to learn; written exposition; compulsory education; text genre. 

Supporting Young Researchers as They Write to Learn

1999 ◽  
Vol 75 (4) ◽  
pp. 215-224 ◽  
Author(s):  
Kathy Barclay ◽  
Lynn Traser
Keyword(s):  
Write To Learn ◽  
Young Researchers
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