Writing and Learning
Communities
Why is student writing so bad?
 They wrote the paper last night and finished at 2:00




a.m., leaving no time for editing and revision.
They are uncertain what to prioritize.
They are uncertain about audience expectations.
They are learning a new language—Academic
English.
At every level—including grad school—writing suffers
when students encounter a new discipline.
How learning communities
make better writers
How learning communities make better writers
 Students in learning communities learn to write for
an audience that includes their peers.
 In effective peer review groups, students learn to see
their writing as others see it.
 Students learn to see writing as a collaborative
process, not an isolated product.
 Students can be more invested in writing on a
subject they study in depth.
How writing makes
better learning communities
How writing makes better learning communities
 Research shows that learning communities focusing
on skills are more effective.
 Increased opportunities for making connections and
integrating learning in formal and informal writing
assignments.
 Students see themselves and their peers as sources of
knowledge.
Models for writing in learning communities
 Peer review groups in classes
 Shared classes for majors or general interests
 Freshman Interest Groups (FIGS)
 Linked courses
 Team-taught Freshman Inquiry courses
Peer Review Groups in individual classes
Benefits
Limits
 Students gain
 Lacks sustained focus
awareness of audience
and process, and
receive more feedback
 Students learn to see
their writing as others
see it
of high-impact
practices
 Less opportunity to
integrate learning
Shared classes
Benefits
Limits
 Courses organized by
 Most effective for 4-
major or interest
 Shared interests can
increase student
engagement
 Students develop
ongoing peer support
year programs
 Integrated learning is
limited
Shared Classes at CWU that include writing:
 STEP program
 Composition sections for Music, Art, Theatre Arts
Freshman Interest Groups
Benefits
Limits
 Courses organized by
 Integrated learning
theme
 Opportunities to
integrate learning
across disciplines
 Can include UNIV 101
limited if instructors do
not coordinate
 Past efforts at CWU
have attracted little
interest among
students
Linked Courses
Benefits
Limits
 Overlapping syllabi
 More work for
encourage integrated
learning
 Most effective for
writing, learning
communities
 More opportunities for
writing-to-learn
activities
instructors
 Difficult to schedule
 Some students may not
be eligible for ENG 101
or 102
Models for linked courses:
 One-to-one: same-sized writing and content courses
 One-to-many: multiple composition sections linked
to larger lecture course
 Most effective when instructors develop courses
jointly
 Most effective when instructors receive recognition
and administrative support for jointly developing
courses