Writing is hard—and teaching writing is even harder. But science tells us it’s well worth the effort, because writing flexes the mental muscles that nurture literacy and learning.
Host Natalie Wexler connects cognitive science to specific writing practices that transfer information from working to long-term memory and require students to retrieve and elaborate on that information. She’s joined by psychologists John Sweller and Jeffrey Karpicke, whose research has identified effective instructional and academic strategies for teaching, learning, and lightening students’ cognitive loads.
“Writing isn't just a product—it’s part of the process of learning. In fact, evidence shows that having students write about what they’re learning can result in dramatic cognitive benefits,” Wexler says.
Learning and putting new information to use is a two-way process: students must first transfer new information from working to long-term memory. Then they must be able to remember that information by retrieving it from their memory stores. Writing supports both.
Karpicke describes an experiment in which college students read science texts in different conditions. Compared to students who read the text once, twice or created a concept map, students who read the text once and then wrote down everything they remembered, recalled significantly more about the topic a week later.
Many studies have found the same result: writing boosts memory. But not all writing has the same impact. Writing prompts that require elaboration, such as “how” or “why” questions, help expand and strengthen understanding by drawing new connections to the material. And writing is not equally effective for all students. Inexperienced writers can be so cognitively overwhelmed by the task of writing that it actually impedes learning.
Wexler explains how teachers can ease the cognitive burden on students who are learning to write. First, they can ask students to write about content they've already learned about, so they don’t have to juggle new information in working memory along with the cognitive demands of writing. That approach also helps deepen students’ knowledge of curriculum content.
Sweller describes how teachers also can provide opportunities for “deliberate practice,” which can make foundational literacy skills automatic. For example, students who have mastered spelling rules don’t have to think about spelling when they write. Higher-order writing skills never become completely automatic, but practice helps. For example, students who practice distinguishing between complete sentences and fragments, with feedback from a teacher, eventually “develop a gut sense of what makes a sentence a sentence,” Wexler notes.
These processes work together to enhance student writing—which accelerates literacy and knowledge—not as an end-product, but an active part of the learning process.
This podcast is produced by the Knowledge Matters Campaign and StandardsWork. Follow the Knowledge Matters Campaign on Twitter, Instagram and Facebook. Search #knowledgematters to join the conversation.
Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.
