In the instruction and learning process, the role writing plays has often been overlooked. Writing is thinking! It is a tool for learning in all content areas. The ever-growing body of brain research supports that learning to write transitions into writing to learn as students progress through upper elementary, middle, high school, and college. Writing is much more than the ability to craft an analytical essay. Writing has the potential to engage students in critical thinking and critical reflection as historians, mathematicians, scientists, or experts in any content area. Writing is Thinking explores methods and activities to effectively incorporate writing to help learners successfully master, analyze, apply, and express content knowledge.
Holly S. Atkins, PhD is associate professor of undergraduate education and chair of the undergraduate education department at Saint Leo University. She served for six years as co-director of the Tampa Bay Area Writing Project.
Lin Carver, PhD serves as the director of program approval in the college of education and social services and program administrator for the master’s in reading program at Saint Leo University.
Chapter 1- Writing-to-Learn- Lin Carver and Lauren Pantoja
Chapter 2- Writing with The Brain in Mind- Candace Roberts
Chapter 3- Writing as a Tool for Social Change- Ebony Perez and Christina Casanave
Chapter 4- Writing as a Snapshot of Thinking - Holly Atkins, Kim Higdon, & Nakita Gillespie
Chapter 5- Note-Taking versus Note-MAKING! - Carolyn Graham and Carrie Fallon-Johnson
Chapter 6- Springboards for Writing in Mathematics- Christine Picot
Chapter 7- Writing to Support Science Learning and Success- Laura Altfeld and Cheryl Berry
Chapter 8- Writing Like an Historian- Padraig Lawlor and Chantelle MacPhee
Chapter 9- Keeping it Real: Supporting Writers in the English/Language Arts Classroom- Holly Atkins and Lisa Delgado Brown
About the Contributors
The authors excelled in providing the reader with vignettes and strategies to facilitate their use of the writing process to enhance students’ critical thinking skills and content knowledge. Each chapter is intentionally focused with explicit tools to develop and enrich students’ knowledge and understanding. A must for teachers and teacher preparation programs.
The authors model Respect: they tell readers the importance of using person-first language and bias-free writing; they explain how the brain works and what teachers can do to maximize learning; they remind readers that writing is thinking, and since we want our students to think about our content, we give them authentic reasons to write about our content.