How to Use Writing for Teaching and Learning

Inbunden, Engelska, 2025

AvSuzanne S. Hudd,Robert A. Smart,Andrew Delohery,J T Torres

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This interdisciplinary guide encourages faculty to use both formal and informal writing to promote deeper learning and problem solving. Using concentric thinking as a theoretical framework, the text outlines a systematic set of cognitive tasks that guide faculty to create and link writing assignments in ways that promote learning and deepen student understanding. Chapters are designed to be participatory and faculty are guided to apply the concentric thinking framework to a real course they will be teaching. The authors explain how to integrate writing into teaching and learning by scaffolding course readings, assignments and assessments in ways that foster classroom dialogue and create a powerful, student-centered learning experience.Key Features:Examines the relationship between critical thinking and writingEmphasizes cognitive tasks that are inherent to good reading, writing, and thinkingOutlines tools and methods to deepen students’ understanding and enhance engagementHow to Use Writing for Teaching and Learning is an invaluable resource for faculty across the social sciences, humanities and business and management.

Produktinformation

Utgivningsdatum2025-01-21
Mått138 x 216 x undefined mm
FormatInbunden
SpråkEngelska
SerieHow To Guides
FörlagEdward Elgar Publishing Ltd
ISBN9781803927763

Tillhör följande kategorier

‘How to Use Writing for Teaching and Learning offers a clear, digestible curriculum for the Writing Across the Curriculum or Writing in the Disciplines faculty development seminar. Hudd, Smart, Delohery, and Torres pack a great deal of learning theory and writing studies scholarship into a practical course structure. A core contribution the authors make comes in their PTA - Prioritization, Translation, Analogy - model of cognition and its value for faculty designing courses, scaffolding assignments, and planning classroom activities. This book sits comfortably alongside John Bean's Engaging Ideas or Katherine Gottschalk and Keith Hjortshoj's The Elements of Teaching Writing. What it offers, though, is a bit different. It offers faculty a vehicle for designing a course that uses writing to cultivate thinking by helping them consider the “story” of their course.’