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Why should you use with write orders in your lessons?

Brad Hughes, Director, write about the curriculum, University of Wisconsin-Madison

Why should you use write assignments when you teach? That's an important question. Although this is a letter on the Curriculum website to promote the faculty to integrate the letter into your teaching, let's be honest - there are many reasons why you may not want to assign writing in your courses. And many of these reasons must take with the limits at their time. Designing write orders and reaction to writing students take valuable time - a lot of time when they do carefully. The bigger the registration is in your classes, the more time reacts to student papers. You have much important course content to cover, so you have a limited time for building in an order of write orders and some instructions around these tasks. . . .

You also need to remember that writing orders take significant time for your students to make it good. And not all their students are well prepared to succeed with writing they associate. This list could go on; The challenges can be impressive.

Nevertheless, countless faculty - in every discipline to the university - make an integral part of your teaching and advantages. Why? Here are some of the many reasons why writing is a particularly effective means for students to learn.

• writing deepened thinking and increases the commitment of students with course material.
• Well designed write orders Command request students to think deeper what they learn. Writing a book discussion, for example, forces students to read more carefully and critical. How an old proverb says: "How do I know what I think until I hear what I say or see what I wrote?"
• In fact, the research of Richard light at Harvard confirms that "students relate to writing into the intensity of courses. The relationship between the writing amount for a course and student level of engagement degree - whether the commitment with time, which is spent on the course, or the intellectual challenge that it represents, or the self-reported student's degree of interests are stronger than any relationship we found between student commitment and other course characteristics "( the Harvard Assessment Seminars , second report, 1992, 25).
• the research of the association of US universities and universities shows that writing courses in Bachelor education (George D. Cow, highly prompted educational practices: what they are, access has access to them and why they are important are , 2008).
• exploration of Michele Eodice, Anne Ellen Geller, and Neal Lerner ( the meaningful writing project , 2017), shows that certain writing projects can be particularly meaningful parts of the bachelor training.
• writing can improve our relationship with our students. If the students write papers, we will get to know them and think their thinking better; They rather talk to us after class, or come to our office hours to share a draft or to seek another advice.
• writing gives us a window in thinking and learning our students. By writing our students we can discover that the students see things in the course values ??or discussions we have not seen. The students make connections that we did not do themselves. And by writing our students we also discover what our students are confusing. Granted, we are not always striving to discover the gaps in the knowledge or understanding of our students, but it is our job to expand this knowledge and improve students' thinking.
• write orders can improve our teaching discussions. By helping the students to keep up with the measured values, regular write orders can prepare the students to participate in the discussion.
• write orders offer us the opportunity to teach the students the organization of ideas to develop points logically, explicit connections, elaborate ideas to create argumented points and to set up an argument in connection with previous research - all skills evaluated in higher education.
• The students remember what they write - because writing slows down down and requires a careful, persistent analysis of a topic. No matter how many years old, most of us can remember another paper that we have described as a student whose letter has deepened our knowledge about a specific topic.
• students and professors remember what they have written partly as the letter is individualized. If a student is really involved with a write job, she has to make her work countless decisions: how to focus the topic what to read is what to read, what to make the central argument how to organize ideas, how to organize ideas Events organized. General points to develop and support general ideas with information on how to imagine the topic how to include the topic what you include and what you can omit, which style and sound can be accepted. . . .
• finally, though it is much more, writing is a capability - a capability, a capability that the atrophiers, if it is not practiced regularly. Since learning to write well is difficult because it requires sustainable and repeated practice, we must ensure that our students regularly write down, in all areas in all areas. It is the responsibility of us all to ensure that students learn to think and write deep and deep.

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