The concept of writing across the curriculum has been in the education vernacular for decades. It is important to clear up misconceptions that have arisen over the years about what writing and content instruction have to do with each other.
What content-area writing is not
The TSLP does not call for language arts or literacy instruction to replace or interfere with instruction in any of the other subject areas. The time allotment needed for writing instruction should not replace students’ opportunities to learn about science, social studies, math, or any other subjects. Content-area teachers should not be asked to teach language arts lessons or divert time normally spent teaching to content standards. The information in this lesson is designed to support content-area writing with the primary goal of enhancing content learning and overall literacy improvement as a side benefit.
That said, there is indeed the expectation that students be able to use literacy skills to learn and demonstrate understanding in content-area instruction.
There are good reasons to teach and provide students opportunities to practice writing during content-area instruction. In addition to providing students with extra time engaged in writing, studies have shown that “writing about content material enhanced students’ learning in social studies, science, mathematics, and language arts” (Graham & Harris, 2013, p. 5).
Two main types of writing in content-area classes are writing to show learning and writing to learn.
Writing to show learning
This form of writing is likely the most familiar to teachers. Students are asked to formally articulate the knowledge they have acquired in a written product, which is often turned in for a grade. Well-constructed writing tasks can help students synthesize and apply the science, math, or social studies concepts and skills they are learning. The written product provides an artifact of learning and a concrete way to measure students’ understanding of what they have been taught and what they have read in texts.
When working with your staff to design and implement effective writing instruction, remember that this kind of writing—whether formative or summative in nature—requires instruction in not only the content but also the writing task itself. Just as students need content-area concepts and skills to be demonstrated and modeled in order to learn them, they need instruction on the skills required to express content knowledge according to the expectations of the subject area and task.
For example, a science teacher needs to instruct students about the concepts and procedures involved in a laboratory experiment, as well as how to write a lab report. Similarly, social studies teachers need to teach students how to read and understand source documents in their historical context, as well as how to write a report based on those documents.
Content curriculum materials may not include guidance on writing instruction, so teachers would benefit from time and input on developing lessons that model and teach the expectations for a writing task. As students move up in grade levels, they are expected to communicate their understanding in ways that mirror the experts in each field. Students benefit when content instruction includes explicit instruction in using language that matches the context or subject area.
To provide this content-specific writing instruction, teachers need to know how texts are structured in the disciplines they are teaching. While this may seem obvious, most content-area experts are not overtly aware of the conventions of writing in their field; they are immersed in it, thriving in it unaware like a fish in water. Teachers may not have had the preparation to identify the ways in which texts differ or what norms and conventions are in different fields of study. There is further discussion of discipline-specific writing instruction below.
Writing to learn
Writing to learn is when teachers assign writing tasks to help students learn about a subject—to understand the concepts better, remember key information, or develop reasoning skills. This writing can take many different forms, from journals and logs to lab reports and essays. Students might be asked to write about their background knowledge at the beginning of a lesson and later write about what they learn from classroom activities, videos, simulations, exercises, and of course, texts that they read.
“Writing about material read provides students with a tool for visibly and permanently recording, analyzing, connecting, personalizing, and manipulating key ideas from the text. This has a strong impact on making text more memorable and understandable. (Graham & Hebert, 2010, 2011) This is the case for students in general, and for those who are weaker readers and/or writers in particular” (Graham & Harris, 2013, p. 5).
A review of research on writing to learn reveals three main forms of this kind of writing in school: reflective writing to learn, writing to learn in informational genres, and writing to learn in the disciplines (Klein & Yu, 2013). Below is a summary of each type of writing and how it can be used most effectively to support content-area learning.
Reflective writing to learn
This type of writing involves short writing activities in which students reflect on their thinking and learning. A common example is the learning log, in which students record what they learn and what they think about what they learned and/or how they learned it.
Research on reflective writing to learn shows that incorporating the following characteristics contributes most to student learning:
Metacognitive prompts: Require students to reflect on how well they are understanding the content, how well they are meeting learning goals, how to improve their learning, and how to organize and elaborate ideas.
Examples: What did you learn in this (lesson, unit, lab)?
How did you learn what you learned?
Something I would like to learn more about is . . .
I still have questions about . . .
I missed the question about ____________, but now I understand that ___________.
Explicit instruction: Provide models to illustrate each type of reflective writing (such as monitoring understanding or organizing ideas) and teach students how these kinds of prompts can help them learn.
Ten minutes or less: In studies on reflective writing to learn, writing tasks were less effective the more they exceeded ten minutes, perhaps because they were less motivating or took time from other content-learning tasks.
Ongoing: When writing was integrated into instruction over a semester or longer, students learned more than in writing-focused instruction that was short term.
Having frequent writing opportunities (three to four times per week) and feedback from teachers also contributed to successful learning.
(Klein & Yu, 2013, pp. 168–171)
Reflective writing to learn takes little time, making it easy to integrate into content area instruction. This type of writing can be done from early grades through secondary level.
Writing to learn in informational genres
This type of writing asks students to explain or make a case for something to the reader. Engaging students in argumentative and explanatory writing can help them think critically about the topic, explore concepts from different angles (such as social impact or ethics), analyze the topic more deeply, uncover and understand the relationships between concepts, and remember the content information more readily. This type of writing works well in science and social studies classes.
“A consideration of best practices is particularly important because writing does not lead automatically to learning” (Klein & Yu, 2013, p. 167).
Researchers have identified a few ways to make argumentative and explanatory writing more effective in learning content information. In each case, a key factor is crafting the writing task so that it asks students to examine multiple sources and incorporate what they learn into their writing. In social studies, this might entail using multiple primary sources. Students in science classes might write based on observations from a laboratory activity and a textbook chapter or a related video. Of course, teachers will have to instruct students in how to make meaning of these texts and other sources in order for students to successfully complete and benefit from the writing exercise.
Having students talk about the issues and concepts, especially for an argumentative writing task, also can contribute to higher learning outcomes. Teachers might organize small-group discussions or debates in which all students can talk through their arguments, hear counterarguments, and attempt to refute them. Students also benefit from the opportunity to practice identifying and making sound arguments, explaining why an argument is (or is not) strong, and knowing how to explain and refute counterarguments. Teaching these skills and providing students with opportunities to practice them will improve their critical thinking and writing skills and may enhance their learning of the content as well.
Here is a framework from a study in which students used explanatory writing to increase their content-learning outcomes.
Content-area literacy with a writing focus. Incorporate reading and speaking, as well as frequent writing (three or four times a week), and complete a written piece once a week.
Writing as learning. Tell students directly about the idea of writing as a tool for thinking and learning. Students write arguments to think critically about issues and write explanations to better understand processes.
Inquiry writing. Build lessons on writing around hands-on content instruction. Students use writing to process and understand those experiences.
Strategy instruction. Directly teach students strategies for writing argumentative and explanatory texts.
Self-assessment. Give students tools to monitor their writing based on elements of good argumentative or explanatory writing. Students revise based on self-assessment.
Motivation. Include engaging topics, active experiences, and peer collaboration.
(Klein & Yu, 2013, p. 179)
The elements here easily apply to both argumentative and explanatory writing. The studies and examples mentioned involve science and social studies, but this approach can also be used in language arts when teaching expository, procedural, and persuasive text.
Writing to learn in the disciplines
Learning to write from a discipline-specific perspective can also help students learn content and become more skilled, mature writers. Both of these learning goals—deep content understanding and sound writing and thinking skills—are crucial for students to be prepared for writing in college and in the workforce.
One study referenced by Klein and Yu (2013) outlines an instructional approach for science that features these elements:
- Looking at prior understanding before the lesson using concept maps
- Informal writing, observations, brainstorming, and posing questions before laboratory experience
- Laboratory activities
- Writing personal meanings from lab (journals or logs)
- Small-group sharing and comparing of data and interpretations
- Writing to compare ideas from text and other printed source (group)
- Individual reflection and writing
- Concept mapping to explore new levels of understanding after instruction
In this study, students were most successful in learning the science content when the teachers followed this approach comprehensively and provided multiple opportunities to write, including writing for a real, younger audience such as the students in an earlier grade (p. 180).
Another study cited in Klein and Yu’s work outlines a protocol that helped students write using historical inquiry methods in order to better learn the history content. This protocol also includes the elements mentioned earlier of looking at multiple sources and combining reading and writing strategy instruction. This protocol includes four main steps, explained below.
Writing to learn from primary sources in social studies
- Consider the author. Students are asked to consider what they know about the author and the time when each text was written. This analysis helps them answer the question “How does the author’s viewpoint affect his or her argument?”
- Understand the source. Students identify the values and assumptions underlying each text to answer the question “What kind of worldview does this source show?”
- Critique the source. Students look at each source to identify the evidence, gaps, and inaccuracies. Students look across the sources to find repeated ideas, major differences, and inconsistencies. They then answer the question “Does the evidence prove what it claims to prove?”
- Create a more focused understanding. Students consider their findings to decide what they think is credible and what might be open to interpretation. They answer the question “How does each source deepen your understanding of the historical event?”
(Klein & Yu, 2013, p. 183)
The two examples of how to use disciplinary approaches for writing to learn are just that—examples. These studies do not identify any one definitive way students should be taught to engage in writing about content. These examples can be useful as a way to start or enhance conversations with your staff about meaningful writing in content areas. You and your team might ask teachers to pilot, adapt, and tailor these approaches to your school’s population and to their grade levels, using the findings about effective writing-to-learn instruction outlined throughout Part 3.
TO LEARN MORE: To learn more about professional development on writing in content-area instruction, you may want to visit the following website:
The Write for Texas website is for content-area teachers as well as language arts teachers. The Online Materials tab shows how the extensive resources relate to language arts teachers, content teachers, or both.
The Using Reading and Writing to Support Learning page may be especially useful for content teachers. The workbook available for download there includes resources such as informal writing activities for content areas, suggestions for teaching writing to adolescent English learners, and graphic organizers and templates for writing activities and note taking.
NEXT STEPS: Depending on your progress in implementing an evidence-based writing program at your school, you may want to consider the following next steps:
- Review the resources provided by Write for Texas (see the To Learn More section in Part 2 and Part 3).
- Work with staff to analyze the program of writing instruction, including language arts and content areas, based on the guidance in this lesson.
- Establish grade-level or vertical teams to collaborate on developing or enhancing evidence-based writing lessons (in language arts and/or content areas).
- Provide professional development on topics such as the use of mentor texts; integrating reading, writing, and speaking instruction; and writing approaches in different disciplines.