Research by: Robert L Bangert-Drowns, Marlene M Hurley, and Barbara Wilkinson
Original article: LINK
For a long time, writing has been used as a tool for enhancing children’s learning. Indeed, writing about a subject is a powerful way to learn more about that subject. However, the benefits of writing depend on the context. The research on writing’s impact on learning is mixed. This meta-analysis of 48 school-based writing-to-learn programs reveals that writing can have a small, positive effect on academic achievement. Key factors that boost these effects include using metacognitive prompts and a consistency of approach.
In the late 1960s and early 1970s, British educators and researchers emphasised integrating writing into all subjects to improve understanding and retention of content. Janet Emig [LINK] argued that writing enhances learning because it involves actively organising personal ideas, reflecting on them, and revising them based on feedback. This process mirrors effective learning strategies, making writing a unique and powerful tool for learning.
Studies have shown mixed results, indicating that writing can help with learning under certain conditions. For instance, tasks like note-taking and summarising aid in retaining information, while analytical writing promotes a much deeper understanding. Writing about a subject can enhance retention and understanding by supporting various learning strategies, such as:
- Rehearsal strategies: Writing can involve ‘repeating’ content heard or read, which helps with memorisation.
- Elaboration strategies: Writing helps children make links between new learning and what they already know, facilitating deeper understanding.
- Organisation Strategies: Writing helps organise thoughts and knowledge, creating frameworks and outlines.
- Comprehension-monitoring strategies: Writing allows students and teachers to reflect on their understanding and identify any areas of confusion or interest.
However, writing in the wider curriculum subjects does not always enhance learning. The frequency, nature, and context of the writing projects that are undertaken in these subjects is crucial. Writing can sometimes take time away from learning more about a subject and can negatively impact students’ motivation for a subject area if they struggle with writing.
Here’s a breakdown of the main findings from the research:
- Positive but small effects: Writing-to-learn generally has small positive effects on academic achievement. However, just adding writing tasks to wider curriculum subject lessons doesn’t automatically lead to better learning. Some studies even found negative effects.
- Task duration: Shorter writing assignments were more effective than longer ones, possibly because longer tasks might reduce motivation or take up too much class time.
- Metacognitive prompts: Writing assignments that included prompts for students to reflect on their thinking and learning were particularly effective.
In summary, while writing can help with learning, its effectiveness depends on how it’s implemented and the specific context.