How to Use this Page
Below are resources that University Writing has developed to support students and instructors across the disciplines in their writing and writing instruction. We define writing broadly, so you will find resources on ePortfolios, visual design, professional communication, and presentations in addition to traditional writing tasks like reflective writing, literature reviews, peer review, and editing and proofing.
Please use the keywords on the right-hand side of the page or the search bar above to navigate these resources. If you would like to use these resources in your course, please follow the Creative Commons information located at the bottom of each resource. If you plan to use the source in its original format, we ask that you leave the University Writing branding intact.
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Writing-to-learn activities are low-stakes writing prompts that help students engage with content knowledge, think critically, and practice applying their learning. Use the resources below to learn more about writing-to-learn and how it might play a role in your course.
Materials designed by Christopher Basgier, Alyssa Pratt, and Djibo Zanzot
This worksheet is designed to help you understand some of the features of an effective writing-to-learn (WTL) prompt. Remember that these features are not necessarily a checklist: some prompts will include and exclude different features depending on what is appropriate for your course and field
This handout includes a range of writing assignments and activities you can ask students to complete in your course in order to promote their learning. Many of these assignments can have high stakes or low stakes versions
This worksheet will help you identify and define a difficult concept, and then map different levels of understanding for that concept. You can use these definitions as a basis for crafting your writing-to-learn assignments