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FAQ: How can students expand their learning to use writing? The roles of continual practice and prompt responses.

This FAQ response is contributed by
Valerie Balester
July 2006

[In May 2006,] I received the following question from a Biology professor:

I think I remember your telling me that there is learning literature indicating that continual practice (but not correcting grammar, sentence structure, etc.) is the best way to learn good writing techniques. If this is correct, could you possibly point me to a couple of publications in this area that I could include for my next grant submission?

I solicited opinions from WPA-L. [The links below lead to my synthesis of] those [opinions] with my own answers, crediting all the contributors, and listing the publications they suggested.

Practice but: Practice is essential to learning to write, but students also need responses to their writing . . .
Role of Metacognition: Writers need to reflect on their practices . . .
Role of Contexts: Writers need strategic knowledge because contexts are always changing . . .
Role of Genre: Helping students with discipline-specific expectations . . .
Effective Feedback: What kinds of response is most helpful / effective . . .
What about Grammar?
Readings on Responding: A review essay by Jessica Mosher of Boise State University

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