How to Use Writing for Teaching and Learning

Suzanne S. Hudd, Emeritus Professor, Robert A. Smart, Emeritus Professor of English, Andrew Delohery, Associate Vice President, Retention and Academic Success, Quinnipiac University and JT Torres, Director of the Houston H. Harte Center for Teaching and Learning, Washington and Lee University, USA

• ContentsIntroduction: reading, writing and concentric thinking 1 Connecting reading and writing through PTA 2 Connecting critical thinking, reading and writing through syllabus design 3 Connecting writing prompts with course SLOs through formative assessment 4 Connecting formative and summative assessment to create student expertise 5 Conclusion: connecting this book with your pedagogy 6 Appendix

‘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.’