Caitlin Ellison

Best Practices in Writing to Learn. (2013). In S. Graham, C.A. MacArthur, & J. Fitzgerald
(eds.), Best practices in writing instruction (2nd ed., pp. 166-189). New York, NY:
Guilford Press.
In education, much of the core instruction is centered on reading explicit
comprehension strategies are taught, multiple resources are available, and a significant amount of
time is devoted to this aspect. On the flip side, writing is expected, yet does not receive the same
attention as reading. One particular aspect of writing that has been neglected in instruction is
writing to learn. Writing to learn, defined as an Educational practice in which teachers assign
students writing with the intention of helping them to understand subject matter in disciplines
such as science, social studies, history, English, and mathematics, (p. 166). Writing to learn has
three aspects; reflective writing to learn, writing to learn in informational genres, and writing to
learn in the disciplines.
Reflective writing to learn is often demonstrated by journals, also called learning logs.
This is a brief and informal activity, which allows even young writers to participate. Reflective
writing can also be incorporated into any subject matter. Basic KWL charts, where students
respond to questions posed in the W section have shown students to learn more than students
only writing summaries. Within reflective writing to learn, three strategies have been effective.
These strategies include organizational strategies, elaboration strategies, and metacognitive
strategies.
Organizational strategies build connections between ideas in a topic, similar to stating the
main ideas. Elaboration strategies link new information to old. Metacognitive strategies help
students monitor their own learning. They also help students address areas where their
understanding is weaker. Although these strategies help guide students in writing to learn,
students must first buy in to the fact that it is an essential and beneficial tool.
Writing to learn in informational genres involves students In writing nonfiction texts of
specific kinds to support corresponding kinds of think and learning, (p. 167). Students are
writing arguments to build critical thinking in this aspect. When argument writing, students are
expected to utilize multiple pieces of evidence, elaborate or describe why the evidence supports
the argument, present both sides of the argument, provide supporting evidence for the opposing
view, as well as refute that evidence and provide a compelling conclusion as to why their
viewpoint should be chosen/considered/etc.
Writing to learn in informational genres also includes explanation writing. In this text, it
is the writers duty to Make an idea understandable to a reader, (p. 175). Teaching students to
write explanations allow for the integration of information across different sources. There are
currently no established best practices for this aspect of writing, as little emphasis has been
placed on this topic, but studies are beginning to emerge that will soon rectify the lack of
understanding.
The final aspect of writing to learn covers the different disciplines. Particularly in the
fields of science and history, it is becoming much more common to write arguments from
historical sources. In this aspect, however, instruction for reasoning about historical sources is
Caitlin Ellison

included. Five phases have been established: developing background knowledge, describe,
model, support, and independent practice.
Developing background knowledge focuses on two opposing arguments for the same
topic. The same sources are used, but different conclusions are reached. Describing historical
reasoning provides an overview of a structure. Modeling provides insight by using a completed
essay that allows students to manipulate the text to focus on the strategy. During the supporting
phase, teachers move the students towards independence. Students work together in small
groups to analyze the material and apply the strategies. In the independent phase, students plan
their argument and choose a side.
Writing to learn allows for more synthesis of information, allowing students a deeper
understanding of their material. Reflective writing to learn is appropriate for all ages, but
students must reflect strategically, or it is not effective. Writing to learn in informational genres
encourages students to argue for their position using evidence and counterclaims. This
ultimately teaches higher level critical thinking skills, as students choose evidence to support
their claim, while anticipating and refuting opposing arguments. Writing to learn in the
disciplines continues where the previous aspect left off, but provides a structure for incorporating
more primary sources. Ultimately, the success of writing to learn is based on the explicit
instruction of writing activities. After all, as stated on p. 186, If students are taught writing
strategies, they will be able to use writing more effectively as a learning tool.