Writing as Learning

My last post discussed writing as a professional endeavor. Today: writing as a device for learning; i.e., why and how we as teachers assign writing to students.

Generally we present our students with some form of expository writing task. Perhaps we call it thesis-driven, discipline-oriented, argumentative, or research-based. Regardless of the label, there is an assumption of students locating relevant primary data by means of different methods that they understand how to use, evaluating the data in an appropriate manner while being aware of their own assumptions, reaching some conclusion, and effectively communicating all of this to an audience.

That’s the ideal. The reality? Students often don’t know how to find primary data, or which methods are best suited for analyzing it. They may not even know what methods are. They assume there is either one right answer, or that all possible answers are equal, because they don’t understand that some answers can be more strongly supported by data than others while even better answers await discovery in the future.

And so we default to assignments that direct students to preferred secondary or tertiary sources (a “text”), tell them to organize their explanations as competitions between two artificial, diametrically-opposed positions, or, sometimes, encourage them to dredge up arguments that arrive at positions they already favor. Students learn to hang evidence on a predetermined conclusion rather than derive a conclusion from the evidence.

This type of deductive exercise has been used by teachers since the age of the agora to build students’ rhetorical skills. Today, unfortunately, it can produce people with a facile ability to argue any position at any time without veering from a worldview that they hold to be sacrosanct.

So what’s the solution? I don’t really have one. Too few of the students I encounter are willing or able to draw reasonable conclusions from evidence they have independently located, so writing exercises that involve inductive reasoning get chucked out the window. It’s frustrating.