Learning to write by writing to learn: a group-work approach

Abstract

Attempts to use the mainstream curriculum of tertiary institutions to develop reading and writing skills can often be problematical. This is partly due to the large numbers of students in many classes, and partly to the reluctance of mainstream lecturers to transfer the time they previously devoted to the delivery of content to the development of skills. This article discusses the relationship of writing to learning as a means of motivating lecturers to develop language-related skills, and describes a writing process aimed at overcoming the problem of large numbers by getting students to write in groups.