Integrating writing with specific prompts, as required part of the weekly course assignments, and using student work as fodder for in-class activities. This is for an education theory course, as a model of how writing is a critical part of all disciplines.



One persistent problem teachers report experiencing is keeping students accountable for doing the weekly readings.  Such readings are important for providing a foundation on which students can build as they develop their understandings of core course concepts.  Actively responding to readings – whether the content is explicitly discussed in class or not – provides students with opportunities to rehearse new ideas, to connect readings to in class activities, to course-related experiences, to other students’ insights, to applications of ideas beyond the classroom.

And, as Peter Elbow points out in Specific Uses and Benefits of Low Stakes Writing, these approaches can be applied in classrooms of all sizes, and with the aid of 3×5 index cards or via a closed blog with prompts to which students reply ahead of class.

Writing in response to readings can serve as a midterm change-up – sparking new ways for us to frame…

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