WAC/WID
Writing across the curriculum (WAC) and writing in the disciplines (WID) are two movements that describe the concerted effort to help students learn how to read, write, and speak within their discipline-centered classes (such as, science). By integrating literacy instruction in discipline classes, the aim is to help students learn content and learn how to communicate content through communication instruction. One type of WAC/WID instructional strategy is writing-to-learn.
What is writing to learn (WTL)?
Writing is central to the work of scientists (and should be of that of science students). Although many of us use writing to learn (WTL) strategies on a regular basis, we may not realize that we are doing so. Often, writing for a purpose or transactional writing is what WTL efforts produce; however, other times, WTL activities allow people to make sense of data, concepts, conflicting ideas, etc.
Helping students at all grade levels (elementary, secondary, post-secondary) strengthen their WTL skills can help them not only become better writers but to learn and make meaning of science concepts. WTL is different than Writing to Communicate (WTC) and centers on the act of organizing thoughts through writing activities. Some of these activities include:
Writing across the curriculum (WAC) and writing in the disciplines (WID) are two movements that describe the concerted effort to help students learn how to read, write, and speak within their discipline-centered classes (such as, science). By integrating literacy instruction in discipline classes, the aim is to help students learn content and learn how to communicate content through communication instruction. One type of WAC/WID instructional strategy is writing-to-learn.
What is writing to learn (WTL)?
Writing is central to the work of scientists (and should be of that of science students). Although many of us use writing to learn (WTL) strategies on a regular basis, we may not realize that we are doing so. Often, writing for a purpose or transactional writing is what WTL efforts produce; however, other times, WTL activities allow people to make sense of data, concepts, conflicting ideas, etc.
Helping students at all grade levels (elementary, secondary, post-secondary) strengthen their WTL skills can help them not only become better writers but to learn and make meaning of science concepts. WTL is different than Writing to Communicate (WTC) and centers on the act of organizing thoughts through writing activities. Some of these activities include:
- Iterative writing
- Use of graphic organizers
- Sketching and drawing
- Prompts to guide writing
Why use writing to learn in science courses?
Writing to Learn (WTL) is a great way for students to make sense of problem-based lessons. To better understand how WTL and Writing to Communicate (WTC) strategies can be integrated into science classes, I have been studying how to:
I collaborate with colleagues to study WTL activities in their science classes (elementary, secondary, and post-secondary). Writing and reading to learn activities in K-12 sciences address many of the English Language Arts standards, such as these middle school Common Core State Standards.
- connect reading with writing
- connect WTL with WTC
- connect issues across disciplines
- center on socio-scientific issues
- center on locally-relevant issues
- support group work activities and attitudes
- draw on multiple funds or sources of knowledge
- become independent critical thinkers
- become more metacognitive
- increase their confidence and desires to stay in STEM majors
I collaborate with colleagues to study WTL activities in their science classes (elementary, secondary, and post-secondary). Writing and reading to learn activities in K-12 sciences address many of the English Language Arts standards, such as these middle school Common Core State Standards.
WTL --> WTC
In some of my studies I have used Carolyn Wallace's (2004) framework to analyze student writing. She describes three continuua (expression, voice, and meaning) along which science writing can be described. I posit that if we want to help students move from everyday, vernacular to more scientific expression of concepts (i.e., from the bottom of the model to the top of the model), WTL activities can help as students learn about WTC strategies.
In some of my studies I have used Carolyn Wallace's (2004) framework to analyze student writing. She describes three continuua (expression, voice, and meaning) along which science writing can be described. I posit that if we want to help students move from everyday, vernacular to more scientific expression of concepts (i.e., from the bottom of the model to the top of the model), WTL activities can help as students learn about WTC strategies.
To learn more about strategies and research on WTL in the sciences, I suggest using the Writing Across the Curriculum (WAC) Clearinghouse resources. http://wac.colostate.edu/stem/