How do I know what I think until I see what I say?
--E.M. Forster

Writing to learn - informal, exploratory writing - can help instructors learn the classroom culture and can help students learn course ideas. Appropriate for ALL classes - no matter what the size. Here are some examples:

Quick Writes
1 to 5-minute writes used at the beginning, during, and end of class to stimulate discussion, pose questions, discover answers, check understanding, and provide continuity

• Note a question or observation about a day's lecture, reading, discussion, film, or activity.
• Summarize the key idea of a lecture, reading, discussion, film, or activity.
• Respond to a prompt (quotation, question, problem, scenario, data, exercise) provided by the instructor.
• Define a key term or concept
• Note the most significant/disturbing/surprising/interesting idea heard. Explain why.
• List lies or untruths about a particular topic.
• Note implications or consequences of an idea.
• Practice QHQ: Write down a Question - Write to Hypothesize an answer - Pose a new Question

Framed Writes
Guided writes based on leading frames and used to move thinking in a specific direction

• Given a title or beginning sentence, finish writing the paragraph or page.
• Given a concluding sentence, write the lead-in.
• Given a position statement, write the accompanying dialogue.
• Given an answer, write an appropriate question.
• Given a quotation, write a possible source.

Correspondence
Letters or memos exchanged between class members/instructor/members outside classroom and used to supplement or reflect on class activities

• Write a reflective cover memo/letter to instructor/classmates explaining the writing objective/process for a particular piece of writing and posing questions for their response.
• Write electronically to instructor/classmates as part of a class listserv
• Participate on an outside e-mail listserv pertinent to course content.
• Write a letter to someone outside the class in connection with a course project.

Journals/Notebooks
Loosely connected entries written throughout the term in response to course ideas and used to extend understanding

• Write weekly journal/log/chronicle entries on loose leaf paper; at end of term, re-read and use entries as basis of a brief, formal piece of writing requiring summary/synthesis of weekly entries.
• Keep a double-entry notebook by making first entry on one side of page, noting key ideas from readings, lectures, etc; then at a later time, write a second entry on other side of page, noting questions/comments in response to earlier entry.
• Keep a daybook which includes own writing plus related quotations, articles, notes from others.
• Keep a sketchbook recording both observations and visuals to illustrate ideas.
• Keep a triple-entry lab book: In one column, record "What I observed"; in another column, record "What questions/comments I have about what I observed," and in the third column, record " What observations mean?"

Exploratory Drafts
Quick versions of what will become fully developed pieces, used to record initial thoughts and preliminary thinking

• Do a 15-minute instant draft with the goal of reaching a minimum page length or word count.
• Write to an audience different from the one the final piece is intended for.
• Write in a genre or format different from the form the final piece will take.

Write when it doesn't count, so it will when it does.
--C. Werder