Learning through writing: Study skills in the content areas

Abstract

teaching of reading, thinking, and studying skills in content area classrooms has led to a renewed emphasis on the uses of reading and in subject area learning. Integrating reading and and teaching writing across the curriculum have become the educational parlance of the 1980s (Langer, 1984b, in press). In spite of this emphasis, some studies have indicated that is used for very limited purposes in most classrooms primarily to monitor and evaluate what students have already learned (Applebee, 1981; Graves, 1978). Little teaching time is spent on the use of for other, more thoughtful purposes. Common sense, personal experience, and educational lore all suggest, however, that can lead to extensive rethinking, revising, and reformulating of what one knows. It can make a person aware of what is known, what is unknown, and even what needs to be known. And yet, few studies have been undertaken to learn when people learn from writing, what different kinds of learning result from different kinds of experiences, or how can be used to help students understand and remember the material they read. Concerns such as these led to a Na-

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