When we incorporate writing into our courses through writing to learn activities, learning to write assignments, or both, we have made the conscious decision that writing is an important tool for facilitating learning. While we may agree that incorporating writing and writing instruction into our courses is important, how often do we stop to ask ourselves what counts as writing?
How we answer this question shapes the ways we teach with writing in our classrooms; it determines the concepts, strategies, skills, and knowledge we teach when we teach writing; it defines the kinds of activities and products we assign in our courses; and it governs how we provide feedback on and evaluate student writing.
So, what counts as writing? Continue reading