This interdisciplinary guide encourages faculty to use both formal and informal writing to promote deeper learning and problem solving. Using concentric thinking as a theoretical framework, the text outlines a systematic set of cognitive tasks that guide faculty to create and link writing assignments in ways that promote learning and deepen student understanding. Chapters are designed to be participatory and faculty are guided to apply the concentric thinking framework to a real course they will be teaching. The authors explain how to integrate writing into teaching and learning by scaffolding course readings, assignments and assessments in ways that foster classroom dialogue and create a powerful, student-centered learning experience.

Key Features:

Examines the relationship between critical thinking and writing

Emphasizes cognitive tasks that are inherent to good reading, writing, and thinking
Outlines tools and methods to deepen students? understanding and enhance engagement

How to Use Writing for Teaching and Learning is an invaluable resource for faculty across the social sciences, humanities and business and management.

?How to Use Writing for Teaching and Learning offers a clear, digestible curriculum for the Writing Across the Curriculum or Writing in the Disciplines faculty development seminar. Hudd, Smart, Delohery, and Torres pack a great deal of learning theory and writing studies scholarship into a practical course structure. A core contribution the authors make comes in their PTA - Prioritization, Translation, Analogy - model of cognition and its value for faculty designing courses, scaffolding assignments, and planning classroom activities. This book sits comfortably alongside John Bean's Engaging Ideas or Katherine Gottschalk and Keith Hjortshoj's The Elements of Teaching Writing. What it offers, though, is a bit different. It offers faculty a vehicle for designing a course that uses writing to cultivate thinking by helping them consider the ?story? of their course.?

Table of Contents:

Contents
Introduction: reading, writing and concentric thinking
1 Connecting reading and writing through PTA
2 Connecting critical thinking, reading and writing through syllabus design
3 Connecting writing prompts with course SLOs through formative assessment
4 Connecting formative and summative assessment to create student expertise
5 Conclusion: connecting this book with your pedagogy
6 Appendix

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How to Use Writing for Teaching and Learning

This interdisciplinary guide encourages faculty to use both formal and informal writing to promote deeper learning and problem solving. Readers will learn to apply concentric thinking, a systematic set of cognitive steps, to improve their course design and deepen student learning.