Writing to learn

Writing to Learn (WTL) is an educational approach that dates back to educational research starting in the 1970's which uses writing as a way for students to critically think about the content which they are learning.^[1] Unlike formal writing assignments that focus on grading and evaluating a student's writing skill, WTL serves to help students process and truly understand what they are learning.^[2]

Purpose and methods

Writing to Learn practices are designed to help students:

Reflect on their understanding of key concepts
Retain course material
Engage actively in the learning process
Think about their learning process

Educators can use students' responses to WTL assignments to gauge how they are interacting with course material and modify their teaching methods accordingly.^[3]

Common WTL activities

WTL activities are generally brief and not graded. Common strategies include:

Admit/exit slips: Short prompts given at the beginning or end of class sessions which prompt students to reflect and/or ask questions^[4]
Reading journals: Keeps an ongoing collection of reflections on assigned readings^[2]
Response papers: Brief papers designed to collect responses on what has been learned
Project notebooks: Logs containing documented stages of learning and research

Application across disciplines

Writing to Learn can be used in virtually any field of study. It is most commonly used in humanities courses but can also be used in STEM courses to further grasp understanding of concepts.^[5]

References

^ Perkins, Mark A. (2022). "The Relationship Between Teacher Efficacy, Writing Apprehension, and Writing to Learn Using Structural Equation Modeling". The Journal of Writing Analytics. 6 (1): 15–57. doi:10.37514/jwa-j.2022.6.1.03. ISSN 2474-7491.
^ ^a ^b "What is Writing to Learn? - The WAC Clearinghouse". wac.colostate.edu. Retrieved 2025-06-02.
^ Palmquist, Mike (2025-05-03), "Chapter 8. Writing to Learn and Think Critically in STEM: Engaging Students in Disciplinary Knowledge and Practices", Sites of Writing: Essays in Honor of Anne Ruggles Gere, The WAC Clearinghouse; University Press of Colorado, pp. 107–120, doi:10.37514/per-b.2025.2456.2.08, ISBN 978-1-64215-245-6, retrieved 2025-06-02
^ Andrews, Sharon E. (1997). Writing to learn in content area reading class. Journal of Adolescent & Adult Literacy 41.2, 141-142.
^ De Micheli, Ana; Iglesia, Patricia (2012-06-30), "Chapter 3. Writing to Learn Biology in the Framework of a Didactic-Curricular Change in the First Year Program at an Argentine University", Writing Programs Worldwide: Profiles of Academic Writing in Many Places, The WAC Clearinghouse; Parlor Press, pp. 35–42, doi:10.37514/per-b.2012.0346.2.03, ISBN 978-1-64215-034-6, retrieved 2025-06-02

[1] Perkins, Mark A. (2022). "The Relationship Between Teacher Efficacy, Writing Apprehension, and Writing to Learn Using Structural Equation Modeling". The Journal of Writing Analytics. 6 (1): 15–57. doi:10.37514/jwa-j.2022.6.1.03. ISSN 2474-7491.

[:0-2] "What is Writing to Learn? - The WAC Clearinghouse". wac.colostate.edu. Retrieved 2025-06-02.

[3] Palmquist, Mike (2025-05-03), "Chapter 8. Writing to Learn and Think Critically in STEM: Engaging Students in Disciplinary Knowledge and Practices", Sites of Writing: Essays in Honor of Anne Ruggles Gere, The WAC Clearinghouse; University Press of Colorado, pp. 107–120, doi:10.37514/per-b.2025.2456.2.08, ISBN 978-1-64215-245-6, retrieved 2025-06-02

[4] Andrews, Sharon E. (1997). Writing to learn in content area reading class. Journal of Adolescent & Adult Literacy 41.2, 141-142.

[5] De Micheli, Ana; Iglesia, Patricia (2012-06-30), "Chapter 3. Writing to Learn Biology in the Framework of a Didactic-Curricular Change in the First Year Program at an Argentine University", Writing Programs Worldwide: Profiles of Academic Writing in Many Places, The WAC Clearinghouse; Parlor Press, pp. 35–42, doi:10.37514/per-b.2012.0346.2.03, ISBN 978-1-64215-034-6, retrieved 2025-06-02

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