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Writing for Understanding

Strategies to Increase Content Learning

By: Donovan R. Walling

Develop effective writing assignments to boost student achievement in the content areas!

Writing for Understanding focuses on using writing as an instructional tool to deepen and expand student understanding in the content areas. Written specifically for non–language arts teachers, this resource debunks myths about using writing in the classroom and offers practical approaches for the upper elementary grades through high school. Through sample writing prompts and classroom dialogues, the author shows how to create writing lessons that:

Guide students in using narrative, descriptive, expository, persuasive, and argumentative writing
Are adaptable to various subjects and disciplines
Require students to process content using critical thinking skills

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Product Details

Grade Level: 4-12
ISBN: 9781412964357
Published By: Corwin
Year: 2009
Page Count: 144
Publication date: November 23, 2012

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Author(s) Table of Contents Reviews

Description

"While we have all heard of 'writing across the curriculum areas,' Walling gives us an understanding of what this really means and provides examples that any teacher can modify to expand lessons to a more meaningful level, thus enhancing both writing and critical thinking skills in students."
—Mark S. Strauss, Principal
Virginia Schuman Young Montessori Magnet Elementary School, Ft. Lauderdale, FL

"Walling demonstrates through student writing samples and classroom dialogues how all content teachers can use various writing modes to enrich students' content knowledge to the level of innovation and greater clarity."
—Carol Conway-Gerhardt, President
Catholic Schools Education Alliance of the Bay Area, Inc.

Develop effective writing assignments to boost student achievement in the content areas!

You don't have to be a writing instructor or English teacher to use writing in the classroom. Writing for Understanding focuses on using writing as an essential instructional tool to deepen and expand student understanding in the content areas. Written specifically for non–language arts teachers, this book debunks myths about using writing in the classroom and offers practical approaches for the upper elementary grades through high school.

Writing activates higher-level thinking skills and engages students in concepts and content. Through sample writing prompts and classroom dialogues, Donovan R. Walling shows you how to create writing lessons that:

Guide students in using narrative, descriptive, expository, persuasive, and argumentative writing
Are adaptable to various subjects and disciplines
Require students to process content using critical thinking skills

This valuable resource helps teachers in any subject incorporate writing as a tool of effective instruction.

Author(s)

Donovan R. Walling

Donovan R. Walling is a writer, editor, educator, and consultant. He serves as a senior consultant for the Center for Civic Education. He has taught art, English, and journalism in the United States and abroad and has worked as a curriculum administrator in public school districts in Wisconsin and Indiana. From 1993 until 2006 he was director of publications for the education association Phi Delta Kappa International.

Walling is the author or editor of more than a dozen professional books for educators and numerous articles and other publications. He is nationally recognized in the field of art education, where some of his publications include Under Construction: The Role of the Arts and Humanities in Postmodern Schooling (Phi Delta Kappa Educational Foundation, 1997); the Corwin Press books, Rethinking How Art Is Taught: A Critical Convergence (2000) and Visual Knowing: Connecting Art and Ideas Across the Curriculum (2005); the core chapter on visual and performing arts for the Association for Supervision and Curriculum Development’s Curriculum Handbook (2002), and the “Art in the Schools” entry for Macmillan’s Encyclopedia of Education (2003).

Walling’s recent books include Public Education, Democracy, and the Common Good (Phi Delta Kappa Educational Foundation, 2004) and Teaching Writing to Visual, Auditory, and Kinesthetic Learners (Corwin Press, 2006).

Introduction: How Can I Teach Writing If I'm Not a Writing Teacher?

1. How Writing Increases Understanding

Debunking Myths and Misconceptions

Alternatives to Bloom

Five Research-Based "Truths" About Writing

Developing Effective Writing Questions and Prompts

Daily Writing

Some Thoughts on Taking Notes

2. Developing Narrative Writing Assignments

What Is Narrative Writing?

Types of Narrative Writing

Using Narrative Writing

Class Dialogue

Using Narrative Writing to Build Content Vocabulary

Sample Narrataive Writing Questions and Prompts

3. Developing Descriptive Writing Assignments

What Is Descriptive Writing?

Using Descriptive Writing

Sensory Details

Describing Processes

Class Dialogue

Translating Mathematics

Giving Directions

Sample Descriptive Writing Questions and Prompts

4. Developing Expository Writing Assignments

What Is Expository Writing?

Using Expository Writing

Class Dialogue

Writing Prompts That Require Cause-and-Effect Reasoning

Sample Expository Writing Questions and Prompts

5. Developing Persuasive Writing Assignments

What Is Persuasive Writing?

Using Persuasive Writing

Class Dialogue

Persuasion and the Basics of Logic

Sample Persuasive Writing Questions and Prompts

6. Developing Argumentative Writing Assignments

What Is Argumentative Writing?

Using Argumentative Writing

Class Dialogue

Follow-Up Sharing and Discussion

Sample Argumentative Writing Questions and Prompts

7. Using Dialogues About Writing to Build Meaning

A Basis in Socratic Questioning

Developing and Using Class Dialogues

Developing and Using Student Dialogues

Making and Using Rubrics

8. Internet-Writing Connections and Resources

Using E-Speak to Encourage Writing

Online Resources Can Help Students and Teachers

Websites for Students

Websites for Teachers

9. Frequently Asked Questions About Writing

Language Alive

Usage

Punctuation

10. Print Resources

Books

Documents

References

Index

Reviews

"Because the writing process requires students to use and process content, it helps them understand what they are learning. Walling's book provides practical and powerful ways to use writing as a learning tool in a wide variety of subject areas."

Marlin L. Tanck, Retired Educator
Oostburg, WI

"This carefully researched book guides teachers of all disciplines through the uses of narrative, description, exposition, persuasion, and argument in pursuit of student learning. Through ample illustrations of interactive classroom dialogues and sample writing assignments, Walling introduces readers to a wide variety of ways to use writing to support learning in classes that range from mathematics and science to art and physical education. Even though having students write as a way of learning is not about 'correctness,' Walling offers reassuring chapters on grammar and usage, and his annotated bibliography of resources from across the curriculum is not to be missed."

Bruce M. Smith, Editor, Retired
Phi Delta Kappan

"Through student writing samples and classroom dialogues, Walling demonstrates how all content teachers can use various writing modes to enrich students' content knowledge to the level of innovation and greater clarity."

Carol Conway-Gerhardt, President
Catholic Schools Education Alliance of the Bay Area, Inc.

"Walling provides all classroom teachers with the tools to use writing as a catalyst to learning. All classroom teachers, including English teachers, will find this book useful because it not only discusses how to set up writing assignments, but also explains how writing complements learning."

Wayne Homstad, Professor of Education
Lakeland College

"Walling has created an outstanding book that is easy to read and understand, with valuable tips that will make any teacher a more effective instructor. While we have all read of 'writing across the curriculum areas,' Walling gives us an understanding of what this really means and provides examples that any teacher can modify to expand lessons to a more meaningful level, thus enhancing both writing and critical thinking skills in students."

Mark S. Strauss, Principal
Virginia Schuman Young Montessori Magnet Elementary School, Ft. Lauderdale, FL