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This 4-page monograph discusses the value of embedding informal "writing-to-learn" (as opposed to "learning-to-write") activities into all curriculum areas to help students synthesize and reflect on their own thinking as well as to make that thinking visible to others. The suggested strategies, advice, and practical techniques are applicable to all content areas. The article ends with a list of references and related readings. This is part of the Capacity Building Series produced by the Ontario Literacy and Numeracy Secretariat.
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