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Enhanced Learning and Retention through 'Writing to Learn' in the Psychology Classroom

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Title: Enhanced Learning and Retention through 'Writing to Learn' in the Psychology Classroom
Language: English
Authors: Stewart, Tracie L., Myers, Ashley C., Culley, Marci R.
Source: Teaching of Psychology. 2010 37(1):46-49.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 4
Publication Date: 2010
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Feedback (Response), Writing Assignments, Active Learning, Psychology, Writing Skills, Writing Instruction, Retention (Psychology), Academic Achievement, Writing (Composition), Stimulation, Pretests Posttests, Evaluation, Interrater Reliability, Scoring Rubrics, Control Groups, Writing Across the Curriculum
DOI: 10.1080/00986280903425813
ISSN: 0098-6283
Abstract: We assessed the benefits of employing microthemes--short in-class writing assignments designed to facilitate active learning--as pedagogical tools in psychology courses. Students in target course sections completed 10 in-class microthemes during a semester. We designed the microthemes to serve as active learning assignments that would enhance student learning and long-term retention, as well as strengthen students' writing skills. The instructors provided feedback to students on the content and writing quality of each microtheme. Students reported that the microthemes were effective and engaging learning tools. A comparison of essay and multiple-choice scores for students in target versus control course sections suggested the effectiveness of the microthemes for student learning, retention, and writing development. (Contains 2 notes and 2 tables.)
Abstractor: As Provided
Number of References: 12
Entry Date: 2010
Accession Number: EJ882436
Database: ERIC
FullText Text:
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  Data: Enhanced Learning and Retention through 'Writing to Learn' in the Psychology Classroom
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  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. 2010 37(1):46-49.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: We assessed the benefits of employing microthemes--short in-class writing assignments designed to facilitate active learning--as pedagogical tools in psychology courses. Students in target course sections completed 10 in-class microthemes during a semester. We designed the microthemes to serve as active learning assignments that would enhance student learning and long-term retention, as well as strengthen students' writing skills. The instructors provided feedback to students on the content and writing quality of each microtheme. Students reported that the microthemes were effective and engaging learning tools. A comparison of essay and multiple-choice scores for students in target versus control course sections suggested the effectiveness of the microthemes for student learning, retention, and writing development. (Contains 2 notes and 2 tables.)
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        PageCount: 4
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Writing Across the Curriculum
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