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Thriving in Academe
Writing To Learn; Learning To Write
The pen can be a
mighty learning tool.
By Stephen A. Bernhardt, University of Delaware
Teachers may need to change some
of their assumptions about writing, learning to write, and writing to
learn.
“Writing to Learn” is a great
idea. If more faculty integrated writing into their disciplinary courses,
our students would learn more, remember better, and be more in control
of their own learning.
Yet many faculty neglect writing as a
tool for learning. Some feel it is not their business to teach writing;
others feel they are ill-equipped to address errors or problems in student
writing. Some suggest that large class sizes preclude any attention to
writing.
These arguments have some merit, but there’s
another side to the story.
In this article I discuss some of the
prevailing myths regarding writing and learning. I also suggest some practical,
low-stakes approaches to integrating writing into courses large and small.
I don’t think we need to follow
a “one-size-fits-all” philosophy of teaching. Teachers can
develop wise and efficient ways to integrate writing into their own instruction.
And they will discover that writing is a way for them to learn about their
students and what takes place in their classrooms.
 Meet
Stephen A. Bernhardt
Stephen A. Bernhardt is professor of English at the University of Delaware
and Andrew B. Kirkpatrick Jr. Chair in English. He co-chairs the campus
Task Force on Oral and Written Communication and teaches writing at all
levels, including first-year critical reading and writing as well as advanced
courses in technical and business communication. His book Expanding Literacies:
English Teaching and the New Workplace (Albany, NY: SUNY Press, 1998)
with contributing editor Mary Sue Garay, won the Award for Outstanding
Collection of Essays on Scientific and Technical Communication from the
National Council of Teachers of English. You can reach Steve at sab@udel.edu.
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