Writing as an instrument for learning

Abstract

This article explores the value of writing as an instrument for learning in academic disciplines. The purpose is to describe how forms of writing are  related to learning purposes, and to advance a pedagogy of writing-for-learning based on a literature review and anecdotal evidence on the use of freewriting in university courses. The literature review describes  theoretical perspectives on the relation between writing and learning, and highlights how different forms of writing are associated with learning purposes. This relationship is analysed with reference to data obtained during the use of freewriting activities in a range of university courses. The article concludes with an outline of what may be considered principles of a writing-for-learning pedagogy.

Southern African Linguistics and Applied Language Studies 2009, 27(4): 471–481