Teaching Literacy
This edition of the Research Digest summarises key research studies that provide evidence of the potential of writing-to-learn approaches in improving student learning in a range of subject areas. The research tells us that writing-to-learn strategies can be used by any teacher, in all subject areas, and at all levels of schooling. Throughout the digest there are descriptions of a range of writing-to-learn strategies that demonstrate possibilities for classroom practice. This research digest is based on searches of a number of databases and bibliographic resources, including the Australian Education Index, ERIC, Education Research Complete, British Education Index and Scopus. The first section presents an overview of research on how students learn from writing. This is followed by a selection of effective writing-to-learn strategies described in the research. A short section is focused on some studies of how writing influences learning in different curriculum areas, and the final section draws on some recent research on writing- to- learn in science. Practical, research-based classroom strategies are highlighted. Some useful websites are listed, and a full reference list is provided.
Meiers, Marion and Knight, Pat, "Research Digest edition 2007/1 : Writing to learn" (2007).
https://research.acer.edu.au/digest/3
Meiers, Marion and Knight, Pat, "Research Digest edition 2007/1 : Writing to learn" (2007).
https://research.acer.edu.au/digest/3
Writing to Learn Strategies Across the Curriculum:
Below are lists of WTL strategies that can be used across the curriculum. As researched and suggested in 'Content Area Writing' (Zemelan, Daniels & Steinecke) and 'Writing Matters' (Angela Peery).
| WTL Activities and Rationale |
