In the debate of writing to learn, I have never been one to argue against writing to improve learning. This can be a great thing but also if not implemented correctly, can cause stifling effects. Students at early ages are attempting to fully grasp their understandings and abilities to express themselves. When encourage and not confined, students are able to explore their individual depths and abilities. In contrast, many times this does not progress to its intended outcome and students are often truncated. When writing practices are implemented correctly, it can help students through their learning processes but the key word is correct implementation. Students are building upon prior grammatical understandings each time they place a pen to paper. They are taking the information that they are being taught and putting it into practice. Writing, like many other strategies, is a tool to assist students in broadening their educational paths to greater understanding. Even in the chapter it talks about using prompts to help students more specifically express their thoughts and ideas pertaining to a particular topic. By writing, students are able to build the foundation in sharing their opinions which can later develop into more oral or kinesthetic types of expression. When students are able to write, they are also utilizing important skills in organizing their thought processes and understandings. They are able to clearly see results of their metacognition and incorporate these findings into a strong educational foundation. This is what writing to learn is all about, helping students to develop pertinent skills that will filter into all life practices.
1) How can teachers prevent students from experiencing “truncated creativity”?
2) How can students practice writing to learn throughout their academic careers?
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