Research in Writing to Learn (WTL) consistently demonstrates that reflective writing can support students’ learning in multiple ways. This teaching table will review examples of (WTL) assignments and highlight two approaches from the presenters.

Director of University Writing Jenn Lutman will share an assignment she calls students’ “WRDs” (Writing, Reading, & Discussion reflections), an in-class practice in which students handwrite responses to prompts designed to help them clarify each day’s learning outcomes. These entries accumulate in a graded journal, offering insight into students’ engagement and creating a record of how their thinking evolves across the semester.

Emilio Spadola, associate professor of anthropology, and Middle Eastern and Islamic studies, will discuss his recently developed “Reflection & Response Journal” or RRJ assignment, a cumulative document of weekly entries in which students respond to assigned texts and complete mini-research exercises paired to the week’s key theme or theory. Having introduced the RRJ in Spring ’25 with introductory anthropology students and revised it for 200/300-level courses in Fall ’25, Emilio will describe the practicalities and positive outcomes of the assignment as well as course-specific adjustments made and recommendations for continued use in the AI age. We look forward to having you join us for this session.

To help us plan for an appropriate amount of food, we kindly ask you to register for the event.