|Published online: April 10, 2014||$US5.00|
This article examines writing as a way of learning; the learning implications of writing methods in relation to meaningful student outcomes as outlined in Chapter 16, “Writing to Learn,” written by George E. Newell and printed in the Handbook of Writing Research (Newell 2008). Newell’s work challenges our perceptions of what good teaching looks like, especially in the context of teaching outside the traditional boundaries in strict linear fashion. This author proposes that non-traditional, alternate types of instruction have value in teaching dense, content-driven subjects like the history of design. Writing not only develops literacy but also improves critical thinking skills. Writing is the framework which assists learners in connecting new knowledge across academic domains rather than isolating them into memorized bits. When students are exposed to more forms of writing in different ways, then the result is a deeper understanding and better retention of knowledge.
|Keywords:||Writing, Literacy, Art Education, Constructivism, Cross-Discipline Collaboration|
The International Journal of Humanities Education, Volume 11, Issue 3, April 2014, pp.31-36. Article: Print (Spiral Bound). Published online: April 10, 2014 (Article: Electronic (PDF File; 361.661KB)).
Assistant Professor, Interior Design Department, School of Art and Design, Virginia Commonwealth University in Qatar, Doha, Qatar