Exploring Writing to Learn in University Assignments : A Case Study of University A

This study aimed to develop a classification framework for types of Writing to Learn (WTL) and, based on this framework, analyze the writing assignments in various courses at University A to explore how writing is used as a tool for learning. To achieve this, writing assignments from all courses offered during the first and second semesters of 2023 at University A were analyzed. First, through a literature review and two rounds of expert validation, five types of WTL assignments for university-level writing were classified as ‘Summarizing, Reflective Writing, Expository Writing, Argumentative Writing, and Creative Inquiry Writing’. Based on this classification, the use of each type of writing assignment was analyzed according to semester, college, grade level, course completion type, class operation type, and teaching method. The results showed that only 23% of the courses offered in 2023 included writing assignments, with ‘Reflective Writing’ being the most common among the five types. This study revealed that writing assignments at University A are predominantly focused on specific types of writing assignments within the context of Writing to Learn and that Writing to Learn is scarcely utilized in courses other than face-to-face classes. It is suggested that writing assignments using Writing to Learn should be more actively and effectively employed to enhance students’ academic abilities and critical thinking skills.