Writing is the highest form of thinking, as evidenced by neuroimaging that shows how more neural networks are activated simultaneously during writing than during any other cognitive activity. This book will help teachers understand how the brain learns to write by unveiling 15 stages of thinking that underpin the writing process, along with targeted ways to stimulate them to maximize each individual's writing potential. This one-of-a-kind resource is constructed on the premise that everyone has the potential to be a great writer. Many people learn to write in school settings according to a product-based structure in which they get feedback or a grade on an outline, draft, or final version of their work; few are coached on the many hours of thinking that go into that writing process. This book celebrates the invisible thinking behind the products, explains the brain's way of making sense of writing assignments even in light of generative AI, and offers new tools to become a better writer and to assess the writing process. By exposing the invisible thinking behind the writing, Writing, Thinking, and the Brain helps both the teacher and the learner identify personal learning trajectories for better outcomes. Book Features: Spans all literary genres and all age groups and is complementary to any curriculum. Builds on the firm foundation of writing practices of the past with insight from the learning sciences. Practical and accessible examples and illustrations throughout. Written in the voice of a supportive, knowledgeable colleague. Linked directly to Mind, Brain, and Education goals. Leverages Universal Design for Learning (UDL) principles. Offers teacher activities at all 15 stages of thinking with guidelines to support student learning. For additional resources, check out ThinkWriteMBE.com.
Tracey Tokuhama-Espinosa, PhD, is an instructor at the Harvard University Extension School, and Harvard College Summer School, the associate editor of Nature Partner Journal Science of Learning, and an international educational consultant. Jovi R. S. Nazareno, MEd, is a graduate of Harvard's Mind, Brain, and Education program, and is a learning science and education outreach specialist at MIT Open Learning. Christopher Rappleye, MFA, is the Ethan A. H. Shepley '41 Chair of Distinguished Teaching in English and Composition and a leader in social-emotional learning at the Mary Institute and Saint Louis Country Day School in St. Louis, MO.
Contents List of Figures and Tables ?vi Acknowledgments ?viii Introduction ?1 Who Should Read This Book ?1 How to Read This Book ?3 1. ?A Story of Learning to Write ?6 Think to Write, Write to Think ?8 Lessons Learned ?15 Why ThinkWrite? Why Now? ?26 2. ?The Neuroscience of Writing ?31 Learning Trajectories and Their Neural Networks ?31 Holons: Parts and Whole ?32 Four Categories of Neural Networks for Language ?37 When Problems Occur, Diagnosis Is Half the Cure ?46 The Holons of the ThinkWrite Model ?49 3. ?The Holons of Prewriting ?55 Understand ?56 Know Things ?62 Mind Wander ?69 Reflect ?75 Map and Connect ?81 4. ?The Holons of Writing ?86 Outline ?87 Plan ?93 Research ?97 Draft ?102 5. ?The Holons of Revision ?108 Peer Exchange ?110 Feedback and Feedforward ?115 Edit ?121 Revise ?126 Proofread ?130 Complete and Commence ?134 6. ?Toggling to Assist Variability and Flexibility ?140 Name It to Tame It ?141 Familiarity, Repetition, and Practice ?142 Student Choice ?145 Toggling for Better Learning ?146 The Brain Adapts to What It Does Most ?150 Introducing ThinkWrite to Students ?151 7. ?Tools for Coaching the Thinking Behind Writing ?167 Coaching Students to Toggle ?167 Valuing the Thinking as Much as the Writing ?173 Writing is No Longer Just About Pencil and Paper: Embracing EdTech ?187 8. ?Implementing ThinkWrite With Universal Design for Learning ?189 What is Universal Design for Learning in Education? ?189 Differentiation Through UDL ?191 Why Do Students Vary in Their Starting Points as Writers? ?192 Differentiating with ThinkWrite ?193 Determining the Range of Learners ?194 Determining the Scope of Activities ?195 How ThinkWrite Responds to All Aspects of UDL Course Design ?195 9. ?From Theory to Practice ?198 Why ThinkWrite? ?198 How to ThinkWrite (The Quick Guide) ?199 Core Principles From the Learning Sciences and Their Implications for Instruction ?200 The Bridge Between Our Current Practice and ThinkWrite ?209 Practical Steps to Ground Writing Instruction in the Learning Sciences ?211 Leverage Points to Change the System ?215 The Holons of the Learner and Why AI Will Not Replace Good Writing Teachers ?217 Generative AI (ChatGPT) ?220 Nurturing Writers ?221 Index ?223 About the Authors ?227
