“Effective learning often takes place in environments that are ‘language-rich’; in which, for example, there is plenty of interaction between people and plenty of interaction and translation, too, between types of language – written, spoken, visual… In such environments writing often functions as more than a finished product or end point in learning; it becomes part of on-going conversations in which meanings are made and transacted.” http://www.thinkingwriting.qmul.ac.uk/thinking/writing-for-learning

Thinking Writing Image kindly provided by Sally Mitchell (QMUL)

This resourcecomes from the ‘Thinking Writing’ project at QMUL, which explores the relationship between thinking and writing in higher education. It contains some excellent tools for helping students to write better, but I have also found it useful when reflecting on my own writing skills/habits.

It has made me think differently about the importance of conversation in the writing process. Conversations about a piece of writing – either with yourself, your peers or your wider discipline community – can be transformative learning experiences.

However, when we assess, we often deny students the opportunity to have conversations about their writing to develop it. We instruct them not to collude, that their work must be their own. They don’t have the opportunity to consider our feedback and change what they have written, to re-submit and show us what they have actually learned.

If you think about…

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