Why Writing?
In an essay on the future of writing for the Chronicle, Corey Robin argues that “academic writing has never simply been about producing good papers. It’s about ordering one’s world, taking the confusion that confronts us and turning it into something intelligible, wresting coherence from chaos.” Emphasizing process underscores how writing helps us to grapple with complexity: to articulate ideas, to analyze arguments, and to deepen reflection. Following are suggestions for reflecting on, defining, and communicating the role of writing in your course.
- Reflect on and clarify the value of writing in your course. What do you value about writing? What knowledge and skills will students gain by engaging in the process of writing? For ideas about the benefits of writing for learning, see the Teaching@Tufts blog post on Reconsidering and Revaluing Academic Writing in the Age of A.I.
- Identify and distinguish goals for different types of writing. What types of writing do you include in your class, and how does each type of writing help students to work towards the learning objectives for the course? Low-stakes, informal writing poses different benefits than high-stakes, formal writing: for example, a final research paper prompts students to develop an argument and support it by analyzing evidence from multiple sources, whereas weekly discussion board posts invite students to stay engaged, develop their ideas, and connect the content to their interests.
- Invite students into a conversation about the value of writing for their learning. Creating space for students to articulate, for themselves and with their peers, the benefits of writing for their intellectual growth will increase their internal motivation. This conversation may be usefully held at the start of the semester, or each time you introduce a new type of writing or assignment.
- Share your experiences with the process of writing. In addition to sharing these experiences verbally, you might consider showing students examples of how your ideas develop through multiple drafts.
- Encourage reflection along the way. Whether through class discussion or through private, informal freewriting, invite students to consider what they learned at each stage of the process.
References & Resources
Aikens, Kristina. (n.d.). Reconsidering and Revaluing Writing in the Age of AI. Teaching@Tufts. https://sites.tufts.edu/teaching/2023/08/15/reconsidering-and-revaluing-academic-writing-in-the-age-of-ai/
Robin, Corey. (August 24, 2023). The End of the Take-Home Essay? Chronicle of Higher Education.