The statement “Writing to learn is not learning to write”

Posted: April 4th, 2019

When teaching content area subjects, teachers are not technically responsible for teaching students the mechanics of writing, but they should still have high expectations of students’ written work. Consider the following: Writing to learn is not learning to write.

As a special education teacher who may be assisting or teaching students in content areas, describe what this statement means to you and how you can support content area teachers in working with students with exceptionalities, including dyslexia. Include a discussion about how to maintain high expectations for student writing while not making it the focus of the assignment.
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The statement “Writing to learn is not learning to write” means that writing can be a powerful tool for learning, even if the writing is not perfect. When students write about what they are learning, they are forced to think critically about the material and to organize their thoughts in a clear and concise way. This can help them to better understand the material and to remember it more effectively.

As a special education teacher, I can support content area teachers in working with students with exceptionalities, including dyslexia, by providing them with strategies for helping students to write effectively. For example, I can teach teachers how to:

Provide students with graphic organizers and other tools to help them to organize their thoughts before they write.
Break down writing assignments into smaller, more manageable steps.
Provide students with feedback on their writing that is focused on content, rather than on mechanics.
Encourage students to use technology to help them with their writing, such as word processing programs with spell-check and grammar-check features.
By providing these strategies to content area teachers, I can help them to create a supportive learning environment for all students, including those with exceptionalities.

In addition to providing strategies for helping students to write effectively, I can also support content area teachers by advocating for students with exceptionalities. For example, I can:

Help teachers to understand the unique learning needs of students with exceptionalities.
Work with teachers to develop accommodations and modifications for students with exceptionalities.
Advocate for students with exceptionalities to have access to the same learning opportunities as their peers.
By advocating for students with exceptionalities, I can help to ensure that they have the opportunity to succeed in content area classes.

It is important to note that while writing to learn is not the same as learning to write, it is still important to maintain high expectations for student writing. Students should be encouraged to write clearly and concisely, and to use correct grammar and mechanics. However, it is also important to remember that the focus of the assignment should be on learning the content, not on writing. If students are struggling with their writing, they should be given the support they need to succeed.