Abstract
Reading and writing are closely inter-related; we read closer when we know we will write about what we read, and we can write about a particular text well only when we have read it well. The writing does not always have to be a formal essay; it can be a phrase or a passage we especially like, a phrase or passage that is puzzling, a thought that comes to mind because of the text, or a response to something in the text. History is moving toward the world of writing. Interpretation is an exercise in creativity; thus, students can be expected to write creatively in history. Writing is thinking and organizing which are necessities in learning. In this session, I will offer evidence for the importance of incorporating writing in the history classroom at all levels from elementary to adult; encourage arguments from participants; present a variety of strategies, activities, and thought-provoking writings for use in history classes; and discuss their actual classroom use. I anticipate participants to be skeptical and argumentative. The most heard concern is time—we do not have time to incorporate writing in our curriculum. This will be considered.
Presenters
M.P. CavanaughProfessor, English, Saginaw Valley State Univeristy, Michigan, United States
Details
Presentation Type
Theme
KEYWORDS
Writing, Thinking, Learning, Through Creativity
