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Starting From Scratch:
How Informal Writing Prepares Students to Write and to Learn
Wednesday, October 11, 2005
“I conclude that merely writing about biology does not necessarily
ensure that students learn about biology.” —Randy
Moore
 When confronted with a writing assignment, students often complain that they
don’t know how to get started. Or they memorize information but
don’t know how to apply it. No matter the discipline, short, carefully-integrated
writing assignments can help students retain concepts and develop their thinking
skills, and can help them find their way to a topic. In this workshop,
we’ll review types of informal writing and writing-to-learn assignments,
examine sample assignments, and discuss strategies for teaching students their
effectiveness.
| 1:15-1:20 |
Introduction and Welcome
Dr. William Burgos, WAC Director |
| 1:20-1:35 |
What is the purpose of a short writing assignment? Is there a purpose? |
| 1:35-1:45 |
Under- and Over-worded Writing Assignments |
| 1:45-1:50 |
Randy Moore: “Does Writing About Science Improve Learning
About Science”
Handout: Moore’s doubts, his study, & his conclusions. |
| 1:50-1:55 |
Robert H. Frank: “Students Discover Economics in Its Natural
State”
Handout: Frank discusses a writing assignment from his introductory economics
class. |
| 1:55-2:25 |
Informal Writing Assignments – Overview and Samples |
| 2:25-2:35 |
Explaining the Informal Writing Assignment to Students |
| 2:35-2:55 |
Brainstorming Informal Writing Assignments & Small Group Discussion |
| 2:55-3:00 |
Concluding remarks/Surveys |
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