1.  Write a summary (of lecture, class discussion, readings, etc.)
2.  Write test questions (based on lectures, class discussion, readings, etc.)
3.  Use free writing (on any topic) or focused free writing (on selected topic)
4.  Use key words (write definitions, associations, contrast to other words, etc.)
5.  Use mapping (write key word in center of page, map related words, associations)
6.  Write responses (to quotations, questions, events, characters, movies, class discussion--or to another student's writing)
7.  Take double entry notes (class notes in one column, reflections in a second column)
8.  Keep journals (many variations are possible)
9.  Write autobiography (e.g., my history as a math student) or biography (e.g., grandparent)
10. Write reflections (on an assignment, lab procedure, class discussion, event)
11. Do character study (record details about a historical figure, literary character, etc.)
12. Build contradictions (record all your arguments; then list all counter-arguments)
13. Create a simile or metaphor (e.g., a metaphor for teaching [gardener, midwife, coach])
14. Write a letter (to a real person or audience, or a fictional or historical person)
15. Write a children's story (to explain a scientific concept, develop an ethical dilemma, etc.)
16. Compare understanding now with previous understanding
17. Write proposal (for lengthy future assignments, lab procedures, problem solving, etc.)
18. Write critiques/critical responses (to self or others)
19. Use I-search paper (describe the research process, as well as submitting final product)
20. Write a "commercial," slogan, acronym, obituary, for a concept, process, or person
21. Record or summarize interviews;  prepare questions for interviews
22. Outline debates
23. Keep learning logs
24. Respond to or create case studies
25. Defend an action, idea, decision
26. Refute an idea, theory, principle, point of view
27. Role play and respond
28. Write process analysis or outline
29. Create dialogues (based on case studies, events, historical figures)
30. Create a newspaper headline describing event or scenario
31. Develop an annotated bibliography
32. Put contents of a graph or table or data in writing/or vice versa
33. List characteristics or criteria
34. Create examples of a concept or term
35. Create projections (e.g., 10 years from now. . . .)
36. Write memos (to instructor/classmate/supervisor/fellow employee)
37. Identify personal goals (for course, assignment, etc.)
38. Paraphrase or interpret reading material
39. Create a hypothetical scenario (you were born of the opposite gender, in a different culture)
40. Apply the five senses to the event, person, situation

-Diane Boehm, Faculty Forum 1

"For a change [students] are owning rather than renting the language of the classroom. . . .For a change they are applying theory and thinking creatively."                                                                -Larry Levy

1.  WTL promotes active learning.
2.  Students use their own language to understand course concepts;  they "own" rather than "rent" the language and ideas.
3.  WTL stimulates participation and discussion (every student has a response to the question).
4.  Teachers discover what students are thinking and learning, what's clear and what isn't.
5.  WTL creates opportunity for teacher/student and student/student dialogue.
6.  Students can "rehearse" ideas and strategies before tackling formal writing assignments;  they can "practice" before the "big game."
7.  WTL creates a way for students to reflect upon what they are learning, to think metacognitively and personally about their learning processes in the course.
8.  WTL assists students in discovering what they know and what they don't know.
9.  WTL gives everyone a stake in the class.
10. WTL can be adapted for whole group or small group activities.
11. WTL creates opportunities to write for audiences other than the teacher.
12. WTL allows for formative (assisting in the process) rather than only summative (evaluating a product) assessments.

Strategies for Starting Class

Have students ask a question they have about the previous class presentation.

Have students write a question about the day's reading assignment.

Have students describe a problem they have in understanding course material.*

Have students reflect on previous learning--by summarizing main ideas or citing a single specific example from previous presentation or the day's reading assignment.*

Have students prepare for today's class by describing what they already know about the topic.

Give students a key word from the day's presentation and ask them to write down everything they know about it--or everything they don't understand about the concept.*

Have students write a brief outline of the reading assignment.

Have students write what they expect to learn from the day's class.

Pose a problem based on the reading assignment or previous class presentation and have students propose a solution.*

Strategies for Ending Class

Have students define what was most important about what they learned in class that day.*

Have students describe how they could make use of something they learned in class that day.*

Have students describe how the day's material is connected to the previous period's material.*

Have students describe how the day's material is connected to the reading assignment.*

Ask students to briefly summarize the day's presentation.*

Ask students to briefly outline the day's presentation.*

Ask students to devise an exam question or a writing assignment based on the day's material.*

Have students describe what they still don't understand about the day's material.*

*May also be used as a pause procedure during the class (pause procedures interrupt formal presentation to re-focus student attention, enhance retention)

Strategies for Responding to Student Writing

Have several students read responses aloud;  respond with a comment, then resume discussion.

Have several students read questions;  ask class members to answer them.

Collect responses, skim them and write one brief comment before handing them back at the next class session.

Collect responses, read them, and plan or adjust the next class session based on them.

Have students share or compare their summaries, outlines or responses to class material with another student or group of students.

Have students write questions based on the day's material;  then have students exchange questions and answer them for each other.

Collect summaries and questions and develop exam questions or formal assignments based on them.

Strategies for Stimulating Discussion

Have students make lists of potential discussion questions or topics to use during class.

Have students write down several words of special importance to the day's assignment;  then have them freewrite on one of the words for several minutes.  The freewriting can be used as a basis for small group work or whole class discussion.

Pause during class presentation to ask students to write a brief summary, pose a question, project where the class presentation will go next, or draw a diagram of the material being presented.

Have students respond in writing to an intriguing quotation on the board.

Have students imagine or create a dialogue between two people central to the day's material.

Have students do mapping and clustering exercises on the day's most significant concepts.

Have students record connections between their class work and the real world.

Have students explore their feelings about a moral or ethical issue.

Strategies to Assess and Enhance Student Understanding

Have students defend an action or decision described in the class material.

Have students describe the most significant feature of a video or film.

Ask students to write a brief paraphrase of reading material or lecture material.

Have students refute a theory or principle described in the day's material.

Ask students to prepare sample test questions or writing assignments based on course material.

Have students compare two different procedures for accomplishing the same goal.

Have students imitate or parody a style or approach to a problem.

Have students draw a map or diagram of the concept begin presented.

Have students explain or list steps in how to perform a procedure.

Have students outline or debate opposing views on an issue.

Have students write a brief scenario to illustrate a concept.

Have students predict an outcome, response or event.