Writing to Learn, Writing to Communicate When we think of writing, we typically think of what we to might call “writing communicate” genres, writing that is meant for readers, such as research reports, book reports, and essays, but students can gain a great deal from what we to genres, writing that is might call “writing learn” meant to help the writer think, make connections between known knowledge and new knowledge, and process information, such as journal entries, free writes, and brainstorms. Writing to Learn Writing to Communicate form is open follows the form is closed -- follows the – writer’s train of thought conventions of a particular genre disorganized organized in some kind of logical can be difficult for readers to read fashion exploratory—contains new insights for written to communicate to readers the writer written to meet expectations of readers makes connections between seemingly edited disparate ideas messy many contain many surface – level errors Characteristics freewriting research report inkshedding lab report journaling argumentative essay research log newspaper article double-entry journal editorial brainstorming: lists, webs, clusters, short story generative outlines PowerPoint presentation reading response blog ticket to enter/ticket to leave Presentation or publication (writing reaches wider audience) Examples/Activities students learn how to use writing to students learn to use writing to discover what they want to say about a communicate their understanding of a topic or problem topic or problem students learn how to reflect on their students learn how to communicate to Learn ideas, gaining metacognitive skills variety of audiences students learn how to think through students learn how to think roadblocks in their learning process and rhetorically—think about how their process new information goals for writing, their Students audience’s expectations, and the context for writing What interact and intersect The Research Log 154-6 The Curious Researcher 4th ed, From Bruce Ballenger’s
Writing to Learn, Writing to Communicate When we think of writing, we typically think of what we might call “writing to communicate” genres, writing that is meant for readers, such as research reports, book reports, and essays, but students can gain a great deal from what we might call “writing to learn” genres, writing that is meant to help the writer think, make connections between known knowledge and new knowledge, and process information, such as journal entries, free writes, and brainstorms. Writing to Learn Writing to Communicate Characteristics form is open – follows the writer’s train of thought disorganized can be difficult for readers to read exploratory—contains new insights for the writer makes connections between seemingly disparate ideas messy – many contain many surface level errors form is closed -- follows the conventions of a particular genre organized in some kind of logical fashion written to communicate to readers written to meet expectations of readers edited Examples/Activities freewriting inkshedding journaling research log double-entry journal brainstorming: lists, webs, clusters, generative outlines reading response ticket to enter/ticket to leave research report lab report argumentative essay newspaper article editorial short story PowerPoint presentation blog Presentation or publication (writing reaches wider audience) What Students Learn students learn how to use writing to discover what they want to say about a topic or problem students learn how to reflect on their ideas, gaining metacognitive skills students learn how to think through roadblocks in their learning process and process new information students learn to use writing to communicate their understanding of a topic or problem students learn how to communicate to variety of audiences students learn how to think rhetorically—think about how their goals for writing, their audience’s expectations, and the context for writing interact and intersect The Research Log From Bruce Ballenger’s The Curious Researcher 4th ed, 154-6
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