Mod 8 Video Discussion

The Auburn Writers “Writing to Learn” approach strongly connects to my work with students, particularly English Language Learners, because it positions writing as a thinking tool rather than only a final product. This mindset reduces anxiety for ELLs by shifting the focus from correctness to meaning-making. When students are allowed to write informally—to process ideas, ask questions, or reflect—they are more willing to take risks with language. This is especially important for ELLs, who often need low-stakes opportunities to practice academic language without fear of being penalized for errors.

In my own classroom practice, “Writing to Learn” supports content comprehension across subjects. Short writing tasks such as quick writes, learning logs, or exit tickets help me assess student understanding in real time and identify language or content gaps. For ELLs, these activities can be scaffolded with sentence frames, word banks, visuals, or opportunities to discuss ideas orally before writing. This ensures that writing remains accessible while still promoting language development and higher-order thinking.

Moving forward, I would use a similar approach by embedding frequent, purposeful writing opportunities into daily instruction rather than limiting writing to formal assignments. I would also encourage collaboration with teachers through PLCs by sharing student writing samples as data for instructional decision-making. Using “Writing to Learn” as both an instructional and assessment tool allows teachers to better understand student thinking, adapt instruction, and support ELLs in developing confidence, academic language, and deeper understanding of content.