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| Volume 2 - Number 2 | Fall 2001 |
| Writing to Learn |
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A Note to Readers We create all of our assignments with the idea that students will learn something in completing them. Yet the phrase writing to learn applies specifically to assignments that are often, but not always, informal, and are designed for the primary purpose of deepening our students' engagement with the course material or their understanding of their own learning process. This issue of Writing Across Berkeley focuses on such strategies. Berkeley faculty incorporate this kind of writing in classes as seemingly divergent as French, integrative biology, and digital storytelling. We hope you'll be inspired to try some of these strategies in your own classes. |
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In This Issue
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| Writing Across Berkeley is part of a campuswide conversation about writing: we'd love to hear from our readers. If you want to respond to one of the articles, have ideas for future pieces, would like to write for WAB, or have some language peeves to air, please email Gail Offen-Brown at gob@berkeley.edu. |
| Editors:
Gail Offen-Brown, Sarah Stone Consultant: Steve Tollefson Print Graphic Design: Elise Evans Online Design: Carolyn Hill Staff: Fadia Damon, Judith Grant |
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Writing Across Berkeley |
