Research Part 2

The understanding of how learning happens is constantly changing in spite of the efforts of some to vehemently hold on to certain practices. In the article ‘Writing to learn across the curriculum: Tools for comprehension content area classes.’ from the The Reading Teacher, 59, 414-424 by Knipper & Duggan (2006), "Mastery of content is demonstrated not only through reading but also through writing. Integrating writing with reading enhances comprehension" Brandenburg, 2002. (Knipper & Duggan,p.462). Technology can provide the needed support for students and enable teachers to give that instructional scaffolding and guidance necessary.

Strategies can be employed throughout the reading process itself, making the attributed connection even more practical. There are strategies to prepare for reading assignments, those to review and summarize and also critical and creative writing-to-learn strategies. Web2.0 tools facilitate this process and allow both the teacher and student to be fully engaged. A distinction between learning to write and writing to learn can outline ways in which the teacher develops follow-through activities.Writing-to-learn strategies invite students to think about and interact with texts, encouraging more thoughtful reading while creating more conscientious learners (Knipper & Duggan p.469).

The issue of the connectedness of these language skills, makes the acquiring and processing of content knowledge more meaningful. The limitation to this approach is the assumption that students are able to write at this level or that they would want to write at all. Hence, the infusion of technology which serves as a motivational element for students.Writing to learn across the curriculum helps students to think critically and creatively ( Knipper & Duggan p.467).It makes for a fascinating insight into the processing of the thoughts of students. It enables both the teacher and student to gauge the actual knowledge base and concept development in the content area.