Writing to Learn: Using Journals Across the Curriculum
Abstract
The author argues for the use of student writing journals in all courses. Drawing upon the observations of scholars such as Vygotsky and Berthoff, he discusses how the writing-to-learn movement links writing to critical thinking. Such spontaneous, exploratory writing enables students to create webs of meaning through which they can better understand course concepts. Journals can be used in any course as a pedagogical tool. To demonstrate the implementation of journals across the curriculum, the author cites how they have been used successfully in an engineering course and political science courses.
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